Multi-Sensory Phonics · 6 8. For the second, third, fourth, and fifth sets of letters, the student will be asked to start the lesson by reviewing all the letters and their sounds

Multi-Sensory Phonics An Orton-Gillingham Program

for Teaching Reading

Consonants & Short Vowels

pfntă

srckĕ bgmlĭ

dvjlŏ

qwxyzŭ

2

To all the struggling readers, as well as the learning readers, we dedicate this

book to you. Keep working at it. You will learn to read.

MaxScholar Phonics Program

©2012, MaxScholar, LLC

All rights reserved. No part of this publication may be reproduced in whole or in part, stored in a retrieval

system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or

otherwise, without written permission from the publisher.

Printed in the United States of America.

3

Table of Contents

Directions ............................................................................................................................ 4

p, f, n, t, ă ............................................................................................................................ 7

s, r, c, k, ĕ ......................................................................................................................... 48

b, g, m, l, ĭ ......................................................................................................................... 90

d, v, j, h, ŏ ....................................................................................................................... 133

q, w, x, y, z, ŭ ................................................................................................................. 178

4

Adaptive Orton-Gillingham Lesson Directions

1. Visual Drill

a. Select the visual card for the letter being taught. This card is found in the

Reading Deck or create your own card using a black Sharpie Marker and

an index card. Cut out the picture from this workbook or photocopy the

page and cut out the picture. Be sure to follow the sequence of letters as

they are listed in this workbook. For example, start with the card that has

the letter “p” on one side and the image “panda” on the opposite side.

b. Show the student the letter “p” and say “This is the letter “p.” Turn the

card around and say “like panda.” Then say, “It makes the sound /p/.”

(There is no card for the sound.) Do not add a vowel sound to a

consonant sound. For example, do NOT say “puh” for the sound “p.”

c. Again, show the student the same card, and ask the student to say the

name of the letter. Turn the card around, and ask the student to say the

name the name of the picture. Then ask the student to say the sound the

letter makes.

2. Kinesthetic Drill

a. Show the student how to write the letter. Read the directions to the

student.

b. Ask the student to trace the directions of the letter in the workbook.

c. As an alternate direction, have a flat cookie sheet available (or a flat box

like a plastic storage box used for food) with sand or uncooked rice in it,

and ask the student to use the index finger to write the letter in the sand

(or rice).

d. Using the page in the workbook, have the student write the letter five

times on each line, making sure that the student says the auditory

directions properly as the letter is being written. For example, for the letter

“p,” say, “down, up, and around.” Then write the letter on the line which

is next to the image.

3. Phonological Processing Drill (to learn to associate the sound the letter makes

with the first sound of a word.)

a. The student looks at each image. The student should say out loud the

name of each image. Then the student should place a check mark () in

the box which is directly under the image that starts with the sound being

taught.

5

4. Auditory Sound Drill

a. Dictate the sound of the first letter (for example “p”) by saying to the

student, “Write the letter that makes the sound /p/ as in panda.”

b. The student writes the letter on the line next to the number 1.

c. Repeat the process for each letter in a group. Then repeat the same

process but change the order of the letters and their sounds.

5. Decoding Drill (Sound blending)

a. Ask the student to say the sound the first letter makes, then say the sound

the second letter makes, then blend the sounds together. For example,

/a/ /p/ says /ap/. Remember, some of the words are real and some not.

b. Do the same process for blending words that are made of three letters

c. Then ask the student to read the words on the pages that have three,

then nine, words on the page. Ask the student to follow the same process

of blending the sounds that they just learned.

d. Continue by asking the student to read all the words on each of the next

four pages.

e. Word per minute timing is designed to improve the reading fluency of the

student. First, read to the student all the words on the word list. Start in the

upper left hand corner, go across the row to the right, then start the next

row and go to the right, until all the words are read.

f. Then ask the student to read the same set of words in the word list. Tell the

student that he or she will be timed for one minute. Use a stop watch, a

timer, or the second hand on a wrist watch or clock to track 60 seconds.

Tell the student when the minute is up. If the student should finish the word

list before the minute is up, the student should start reading the list again.

Have the student read the word list five different times. These tries do not

have to be on the same day.

g. Then, use the graph on the next page to record the results. Take any

color marker, and color in the total words read per minute, making a

vertical bar. See the example at the bottom of the graph used to record

the results.

6. Spelling Drill

a. Select ten (10) words from the word list. Dictate each word, one at a time

and have the student say the sounds as he or she writes the word.

b. An example that might be used is: “Write the word “pat.” Ask the student

to say /p/ /a/ /t/, as they write the word, /pat/.

7. This completes the directions for the first group of letters. If the student has not

mastered any letter, please review the letters.

6

8. For the second, third, fourth, and fifth sets of letters, the student will be asked to

start the lesson by reviewing all the letters and their sounds that have already

been learned.

9. The next exercise involves learning Sight Words. Sight words are words that are

not sounded out. They need to be memorized by the student. Take the cards

from the Sight Word Deck corresponding to each word on the page of the sight

words. You can also create your own cards by using a red Sharpie Marker and

an index card. We want the sight words to be in red. Show each card to the

student. The teacher tells the student what each word is. Then have the student

say the word. Then shuffle the cards and have the student read each one

again. Continue to do this until the student has learned all the sight words in the

section. There is a complete list of sight words on page 227.

10. The next exercise involves the use of a “Controlled Reader.” A controlled reader

is a passage that does not make sense, but allows the student to practice

reading the letters and sounds the student has just learned in sentences. Then

the student should read the sentences out loud. The controlled reader section is

supposed to be read several times until the student can read the entire passage

fluently

11. Continue the same steps through each of the five (or six) letters in the next four

groups.

7

p, f, n, t, ă

8

Directions: Use the Reading Deck or create your own flash card with the letter p on the

front and a picture of a panda on the back. Then follow the visual drill directions on

page 4.

This is the letter p.

p /p/

9

This the letter p. Say the name of this letter.

To write the letter p , you go:

down, up, and around.

p

As you write the letter, say

“down, up, and around.”

①

②

③

10

Now, you try writing the letter p five times on each line.

Say out loud down, up, and around as you write each p.

p p p

_anda

11

Put a check mark in the box under a picture that starts with

/p/ as in panda.

p

□ □ □

□ □ □

12

Directions: Use the Reading Deck or create your own flash card with the letter f on the front

and a picture of a fox on the back. Then follow the visual drill directions on page 4.

This is the letter f.

f /f/

13

This the letter f. Say the name of this letter. To

write the letter f , you go:

around, down, and across.

f

As you write the letter, say “around, down, and

across.”

③

②

①

14

Now, you try writing the letter f five times on each line. Say

out loud around, down, and across as you write each f.

f f f

_ox

15


/f/ as in fox.

f

□ □ □

□ □ □

16

Directions: Use the Reading Deck or create your own flash card with the letter n on the

front and a picture of a nurse on the back. Then follow the visual drill directions on page 4.

This is the letter n.

n /n/

17

This the letter n. Say the name of this letter.

To write the letter n , you go:

down, up, and hump.

n

As you write the letter, say “down, up, and

hump.”

①

②

③

18

Now, you try writing the letter n five times on each line.

Say out loud down, up, and hump as you write each n.

n n n

_urse

19


/n/ as in nurse.

n

□ □ □

□ □ □

20

Directions: Use the Reading Deck or create your own flash card with the letter t on the front

and a picture of a taxi on the back. Then follow the visual drill directions on page 4.

This is the letter t.

t /t/

21

This the letter t. Say the name of this letter. To

write the letter t , you go:

down and across.

t

As you write the letter, say “down and across.”

①

②

22

Now, you try writing the letter t five times on each line.

Say out loud down and across as you write each t.

t t t

_axi

23


/t/ as in taxi.

t

□ □ □

□ □ □

24

Directions: Use the Reading Deck or create your own flash card with the letter a on the

front and a picture of an apple on the back. Then follow the visual drill directions on

page 4.

This is the letter a.

a /a/

25

This the letter a. Say the name of this letter.

To write the letter a , you go:

around, up, and down.

a

As you write the letter, say “around, up, and

down.”

①

②

③

26

Now, you try writing the letter a five times on each line.

Say out loud around, up, and down as you write each a.

a a a

_pple

27


/a/ as in apple.

a

□ □ □

□ □ □

28

Place a circle around the same word.

Remember, some words are real and some are not.

The first line is a sample.

SAMPLE:

paf pat paf

fan tan fan

nap nap nat

tap tap tan

pan nap pan

nat tan nat

tan pan tan

naf fan naf

fat fat taf

29

Read, copy, and circle the word.

SAMPLE:

pan

p a n

fan

___ ___ ___

nap

___ ___ ___

tap

___ ___ ___

pat

___ ___ ___

fat

___ ___ ___

tan

___ ___ ___

30

Spell Write

Circle the letter to spell the word.

SAMPLE:

p d

c a

n t

pan

f n a o p t

t p e a t p

n p a o p t

n f a e n t

t n o a n p

t f e a p n

31

Auditory Sound Drill See page 5. Example: “Write the letter that makes the sound /p/ as in panda.”

Sounds: p, f, n, t, a

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

32

Say the sound of each letter and then blend the sounds

together to form a word. Then write the word on the line.

a + p = ___

a + n = ___

a + t = ___

33

Again, say the sound of each letter and then blend the

sound together to form a word. Then write the word on the

line.

p + a + t = ____

n + a + p = ____

f + a + t = ____

34

Again, say the sound of each letter and blend the sound


p + a + n = ____

n + a + t = ____

f + a + n = ____

35

Now read some words using the letter and sounds you have

just learned. Some words are real and some are not. The

teacher will read each word, then you will read the word.

tan fat

nat pat

fan taff

36




an at ap

pat paff ap

nan nap pan

37




fap tan nat

fan fat at

taff at tan

38




nat fan tap

tan pan fan

fat nap pat

39

The teacher reads the words using the letters and sounds

just leaned. Some words are real; some are not.

an at ap

pat paff nap

fat tap pan

fap tan nat

fan fat at

taff pat tan

nat fan tan

40

Now read the same words again. This time you will be timed for one minute. If you

finish the list, start over. Remember to start at the top on the left and go to the right. Try

it 5 times. Count how many words you read each try. Record your scores on the next

page.

an at ap

pat paff nap

fat tap pan

fap tan nat

fan fat at

taff pat tan

nat fan tan

41

After each word per minute timing try, use a highlighter to color in each bar

indicating the number of words read in the minute. For example:

0

20

40

60

80

100

120

140

160

Try 1 Try 2 Try 3 Try 4 Try 5

0

100

Try 1

Words per Minute

42

Spelling Drill The teacher selects 10 words from the word per minute word list. Use the first 10 words. Read

the words, one at a time, and ask the student to say the sound each letter makes as he or she

writes the word. For example, use the word “pat.” The teacher says “Write the word “pat.”

The student says /p/ /a/ /t/ “pat” and writes the word “pat” on line 1.

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

43

It is time to learn about SIGHT WORDS. Sight words are common

words that should not be sounded out. These words allow you to

make sentences. They need to be memorized. You need to be

able to read the words just by looking at them. Use cards from the

Sight Word Deck or create your own Sight Word flash cards by using

a red Sharpie Marker and index cards. Select or create the cards

listed below. The teacher will say a word, and the student should

repeat it.

a in and

for had

44

Let’s try to read a story. The story does not make sense, but it

gives you a chance to use some of the words you just learned.

The teacher will read a sentence first, then you read it.

Nat and Pat

45

A nap for Nat

A nap for Pat

46

Nat had a pan.

Pat had a pan.

47

Nat and Pat nap in a fat pan.

48

Directions: Now it is time to begin the next set of letters. Before you start, it is important

to review what has already been learned.

s, r, c, k, ĕ

49

Review. First, select the flashcards that you have used for the letters p, f, n, t, a. Show them one at a time

to the student. Ask the student to say the name of the letter, the name of the picture, and the sound each

letter makes. When the student knows all the letters and sounds, begin the next section on the following

page.

p

/p/

f

/f/

n

/n/

t

/t/

ă

/ă/

50

Directions: Use the Reading Deck or create your own flash card with the letter s on the front

and a picture of a sun on the back. Then follow the visual drill directions on page 4.

This is the letter s.

s /s/

51

This the letter s. Say the name of this letter.

To write the letter s , you go:

around, turn, and around.

s

As you write the letter, say “around, turn, and

around.”

①

②

③

52

Now, you try writing the letter s five times on each line. Say

out loud around, turn, and around as you write each s.

s s s

_un

53


/s/ as in sun.

s

□ □ □

□ □ □

54

Directions: Use the Reading Deck or create your own flash card with the letter r on the front

and a picture of rain on the back. Then follow the visual drill directions on page 4.

This is the letter r.

r /r/

55

This the letter r. Say the name of this letter. To

write the letter r , you go:

down, up, and half-around.

r

As you write the letter, say “down, up, and half-

around.”

①

②

③

56

Now, you try writing the letter r five times on each line. Say

out loud down, up, and half-around as you write each r.

r r r

_ain

57


/r/ as in rain.

r

□ □ □

□ □ □

58

Directions: Use the Reading Deck or create your own flash card with the letter c on the

front and a picture of a cat on the back. Then follow the visual drill directions on page 4.

This is the letter c.

c /c/

59

This the letter c. Say the name of this letter.

To write the letter c , you go:

around and around.

c

As you write the letter, say “around and

around.”

①

60

Now, you try writing the letter c five times on each line.

Say out loud around and around as you write each c.

c c c

_at

61


/c/ as in cat.

c

□ □ □

□ □ □

62

Directions: Use the Reading Deck or create your own flash card with the letter k on the

front and a picture of a kite on the back. Then follow the visual drill directions on page 4.

This is the letter k.

k /k/

63

This the letter k. Say the name of this letter. To

write the letter k , you go:

down, up to the right, and down.

k

As you write the letter, say “down, up to the

right, and down.”

①

②

③

64

Now, you try writing the letter k five times on each line. Say

out loud down up, to the right, and down as you write each k.

k k k

_ite

65


/k/ as in kite.

k

□ □ □

□ □ □

66

Directions: Use the Reading Deck or create your own flash card with the letter e on the

front and a picture of an egg on the back. Then follow the visual drill directions on page 4.

This is the letter e.

e e /e/

67

This the letter e. Say the name of this letter.

To write the letter e , you go:

across and around.

e

As you write the letter, say “across and around.”

①

②

68

Now, you try writing the letter e five times on each line.

Say out loud across and around as you write each e.

e e e

_gg

69


/e/ as in egg.

e

□ □ □

□ □ □

70




SAMPLE:

res rec res

cer cer cek

kes kes rec

ser res ser

rek ker rek

ker ker cer

sec rec sec

rec cer rec

ces ces cek

71


SAMPLE:

pet

p e t

net

___ ___ ___

ten

___ ___ ___

pen

_____ _____ _____

rat

___ ___ ___

can

___ ___ ___

cat

___ ___ ___

72

Spell Write


SAMPLE:

p d

c e

n t

pet

f n a e p t

t p e a n p

n p a e n t

n r a e n t

c n o a t n

t c e a p t

73

Auditory Sound Drill See page 5. Example: “Write the letter that makes the sound /s/ as in sun.”

Sounds: s, r, c, k, e

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

74



e + s = ___

e + n = ___

a + n = ___

75



p + e + t = ___

p + e + n = ___

s + e + t = ___

76



c + a + n = ____

n + e + t = ____

t + e + n = ____

77




ten pat

pen tap

peff nek

78




an en as

nap ran caff

pek tat sat

79




set sap fat

can rat ran

fan sen fen

80




pet ten cat

fan set rep

ran net pen

81



an at rep

set pen nep

set sat pet

net tan cat

fan fat rat

ken cap ten

pet ran pen

82



it 5 times. Count how many words you read. Record your scores on the next page.

an at rep

set pen nep

set sat pet

net tan cat

fan fat rat

ken cap ten

pet ran pen

83



0

20

40

60

80

100

120

140

160


0

100

Try 1

Words per Minute

84



writes the word. For example, use the word “set.” The teacher says “Write the word “set.”

The student says /s/ /e/ /t/ “set” and writes the word “set” on line 1.

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

85

Here are more SIGHT WORDS. They need to be memorized. You

need to be able to read these words just by looking at them. Use

cards from the Sight Word Deck or create your own Sight Word flash

cards by using a red Sharpie Marker and index cards. Select or

create the cards listed below. The teacher will say the word and the

student should repeat it.

has is takes

the on up fun

86



The teacher will read each sentence first, then you read it.

Ken has a pet.

87

It is a cat.

It is a fat cat.

88

Ken takes the fat cat on a jet.

The jet is set.

89

The jet is up.

The cat is on the jet.

90



b, g, m, l, ĭ

91

Review. Select the flashcards that you have used for the letters p, f, n, t, a, s, r, c, k, e.

Show them one at a time to the student. Ask the student to say the name of the letter,

the name of the picture, and the sound each letter makes. When the student knows all

the letters and sounds, begin the next section on the following page.

p

/p/

f

/f/

n

/n/

t

/t/

ă

/ă/

92

REVIEW OF LETTERS & SOUNDS

s

/s/

r

/r/

c

/c/

k

/k/

ĕ

/ĕ/

93

Directions: Use the Reading Deck or create your own flash card with the letter b on the

front and a picture of a bird on the back. Then follow the visual drill directions on page 4.

This is the letter b.

b /b/

This the letter b. Say the name of this letter.

94

To write the letter b , you go:

down, up, and around.

b


around.”

①

②

③

95

Now, you try writing the letter b five times on each line.

Say out loud down, up, and around as you write each b.

b b b

_ird

96


/b/ as in bird.

b

□ □ □

□ □ □

97

Directions: Use the Reading Deck or create your own flash card with the letter g on the

front and a picture of gum on the back. Then follow the visual drill directions on page 4.

This is the letter g.

g /g/

98

This the letter g. Say the name of this letter.

To write the letter g , you go:

around, down, and around.

g


around.”

①

②

③

99

Now, you try writing the letter g five times on each line. Say

out loud around, down, and around as you write each g.

g g g

_um

100


/g/ as in gum.

g

□ □ □

□ □ □

101

Directions: Use the Reading Deck or create your own flash card with the letter m on the

front and a picture of a moon on the back. Then follow the visual drill directions on page 4.

This is the letter m.

m /m/

102

This the letter m. Say the name of this letter.

To write the letter m , you go:

down, up, hump, and hump.

m

As you write the letter, say “down, up, hump,

and hump.”

①

②

③ ④

103

Now, you try writing the letter m five times on each line. Say

out loud down, up, hump, and hump as you write each m.

m m m

_oon

104


/m/ as in moon.

m

□ □ □

□ □ □

105

Directions: Use the Reading Deck or create your own flash card with the letter l on the front

and a picture of a lemon on the back. Then follow the visual drill directions on page 4.

This is the letter l.

l /l/

106

This the letter l. Say the name of this letter. To

write the letter l , you go:

down.

l

As you write the letter, say “down.”

①

107

Now, you try writing the letter l five times on each line.

Say out loud down as you write each l.

l l l

_emon

108


/l/ as in lemon.

l

□ □ □

□ □ □

109

Directions: Use the Reading Deck or create your own flash card with the letter i on the front

and a picture of itchy on the back. Then follow the visual drill directions on page 4.

This is the letter i.

i /i/

110

This the letter i. Say the name of this letter. To

write the letter i , you go:

down and dot.

i

As you write the letter, say “down and dot.”

①

②

111

Now, you try writing the letter i five times on each line.

Say out loud down and dot as you write each i.

i i i

_tchy

112


/i/ as in itchy.

i

□ □ □

□ □ □

113




SAMPLE:

big bag big

gib gib gil

mil mip mil

lim lim lin

gim gim mig

lib lit lib

bil bil bal

bim mib bim

gil gil gal

114


SAMPLE:

pin

p i n

pig

___ ___ ___

bed

___ ___ ___

bin

___ ___ ___

fin

___ ___ ___

lip

___ ___ ___

bib

___ ___ ___

115

Spell Write


SAMPLE:

p b

c i

n d

bin

b n a e g d

t b i a b t

p g a i g s

p r i e n g

f m o a p n

l c i a p t

116

Auditory Sound Drill See page 5. Example: “Write the letter that makes the sound /b/ as in bird.”

Sounds: b, g, m, l, i

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

117



i + t = ___

i + m = ___

e + b = ___

118



b + i + g = ____

l + i + p = ____

m + i + g = ____

119



t + i + n = ____

b + a + g = ____

m + a + g = ____

120




big lip

mig bit

lib fit

121




fit man bin

bit tin big

rim fib sit

122




pet bag big

ten fin cat

rim sip rip

123




keg pen bin

pin pit lip

ran lit lap

124



fit bit big

lit bin fit

sit tin fib

lip kit tip

fin fat leg

pat pin rim

rip pet pit

125




fit bit big

lit bin fit

sit tin fib

lip kit tip

fin fat leg

pat pin rim

rip pet pit

126



0

20

40

60

80

100

120

140

160


0

100

Try 1

Words per Minute

127



writes the word. For example, use the word “big.” The teacher says “Write the word “big.””

The student says /b/ /i/ /g/ “big” and writes the word “big” on line 1.

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

128





create the cards listed below. The teacher will say the word and the

student should repeat it.

had a and on

the by got they

129




Mel had a fat pig.

Kim had a big bat.

130

Tim had a fat rat.

Mel, Kim, and Tim sit in a

cab. All of them are on

the way to see the tar pit.

131

Mel hit his pig. Kim bit

her lip. Tim sat on a pin.

They all had a fit.

They get a fan.

132

Mel, Kim, Tim, the fat pig,

the big bat, and the pet

rat sit in a red car.

133



d, v, j, h, ŏ

134

Review. First, select the flashcards that you have used for the letters p, f, n, t, a, s, r, c, k, e, b, g, m, l, i.

Show them one at a time to the student. Ask the student to say the name of the letter, the name of the

picture, and the sound each letter makes. When the student knows all the letters and sounds, begin the

next section on the following page.

p

/p/

f

/f/

n

/n/

t

/t/

ă

/ă/

135


s

/s/

r

/r/

c

/c/

k

/k/

ĕ

/ĕ/

136


b

/b/

g

/g/

m

/m/

l

/l/

ĭ

/ĭ/

137

Directions: Use the Reading Deck or create your own flash card with the letter d on the

front and a picture of a door on the back. Then follow the visual drill directions on page 4.

This is the letter d.

d /d/

138

This the letter d. Say the name of this letter.

To write the letter d , you go:

around, up, and down.

d

As you write the letter, say “around, up, and

down.”

①

②

③

139

Now, you try writing the letter d five times on each line.

Say out loud around, up, and down as you write each d.

d d d

_oor

140


/d/ as in door.

d

□ □ □

□ □ □

141

Directions: Use the Reading Deck or create your own flash card with the letter v on the front

and a picture of a vacuum on the back. Then follow the visual drill directions on page 4.

This is the letter v.

v /v/

142

This the letter v. Say the name of this letter.

To write the letter v, you go:

down and up.

v

As you write the letter, say “down and up.”

① ②

143

Now, you try writing the letter v five times on each line.

Say out loud down and up as you write each v.

v v v

_acuum

144


/v/ as in vacuum.

v

□ □ □

□ □ □

145

Directions: Use the Reading Deck or create your own flash card with the letter j on the front

and a picture of jam on the back. Then follow the visual drill directions on page 4.

This is the letter j.

j /j/

146

This the letter j. Say the name of this letter. To

write the letter j , you go:

down, half-around, and dot.

j

As you write the letter, say “down, half-around,

and dot.”

①

②

③

147

Now, you try writing the letter j five times on each line. Say

out loud down, half-around, and dot as you write each j.

j j j

_am

148


/j/ as in jam.

j

□ □ □

□ □ □

149

Directions: Use the Reading Deck or create your own flash card with the letter h on the

front and a picture of a heart on the back. Then follow the visual drill directions on page 4.

This is the letter h.

h /h/

150

This the letter h. Say the name of this letter.

To write the letter h , you go:

down, up, and hump.

h


hump.”

①

②

③

151

Now, you try writing the letter h five times on each line.

Say out loud down, up, and hump as you write each h.

h h h

_eart

152


/h/ as in heart.

h

□ □ □

□ □ □

153

Directions: Use the Reading Deck or create your own flash card with the letter o on the

front and a picture of an ostrich on the back. Then follow the visual drill directions on page

4.

This is the letter o.

o /o/

154

This the letter o. Say the name of this letter.

To write the letter o , you go:

all the way around.

o

As you write the letter, say “all the way around.”

①

155

Now, you try writing the letter o five times on each line.

Say out loud all the way around as you write each o.

o o o

_strich

156


/o/ as in ostrich.

o

□ □ □

□ □ □

157




SAMPLE:

dov bov dov

vod vod vad

hod jod hod

hov tov hov

voj voj vot

jod jod jad

vad vod vad

hev hev nav

fat fat taf

158


SAMPLE:

dog

dog

mom

___ ___ ___

dot

___ ___ ___

jam

___ ___ ___

jog

___ ___ ___

mop

___ ___ ___

pot

___ ___ ___

159

Spell Write


SAMPLE:

p d

c o

n g

dog

m n a o p t

t d o a t p

j p a o p g

p f o e n t

d n i a t g

m f o a p m

160

Auditory Sound Drill See page 5. Example: “Write the letter that makes the sound /d/ as in door.”

Sounds: d, v, j, h, o

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

161



o + n = ___

o + p = ___

i + d = ___

162



d + o + g = ____

v + o + b = ____

h + o + t = ____

163



j + o + t = ____

l + o + g = ____

d + o + g = ____

164




dog vob

hot dot

log jog

165




dog hot log

fob dot jog

hop fog hog

166




sat dig jog

hat set rim

met dog fad

167




mob jog cot

bog mop pop

fog lot top

168



nob jot vom

jog dog pop

hog top rot

cod rob nod

hot pod lot

cat hem rid

pad ran get

169




nob jot vom

jog dog pop

hog top rot

cod rob nod

hot pod lot

cat hem rid

pad van get

170



0

20

40

60

80

100

120

140

160


0

100

Try 1

Words per Minute

171



writes the word. For example, use the word “nob.” The teacher says “Write the word “nob.”

The student says /n/ /o/ /b/ “nob” and writes the word “nob” on line 1.

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

172





create the cards listed below and on the next page. The teacher

will say the word and the student should repeat it.

the to who is

him too white

saw then black

173

More SIGHT WORDS.

away a his

with was had

began his

174




The dog ran to the man

who is Tom.

The cat ran to Tom, too.

175

The white dog saw the

black cat.

Then the dog bit the cat.

176

The cat ran away to his

mom.

The man hit the dog with

a mop.

177

The dog was bad. The

dog began to sob.

178



q, w, x, y, z, ŭ

179

Review. First, select the flashcards that you have used for the letters p, f, n, t, a, s, r, c, k, e, b, g, m, l, i, d, v,

j, h, o. Show them one at a time to the student. Ask the student to say the name of the letter, the name of

the picture, and the sound each letter makes. When the student knows all the letters and sounds, begin

the next section on the following page.

p

/p/

f

/f/

n

/n/

t

/t/

ă

/ă/

180


s

/s/

r

/r/

c

/c/

k

/k/

ĕ

/ĕ/

181


b

/b/

g

/g/

m

/m/

l

/l/

ĭ

/ĭ/

182


d

/d/

v

/v/

j

/j/

h

/h/

ŏ

/ŏ/

183

Directions: Use the Reading Deck or create your own flash card with the letter q on the

front and a picture of quarters on the back. Then follow the visual drill directions on page 4.

This is the letter q.

q /kw/

184

This the letter q. Say the name of this letter.

To write the letter q , you go:

around, down, and hook.

q


hook.”

①

②

③

185

Now, you try writing the letter q five times on each line. Say

out loud around, down, and hook as you write each q.

q q q

_uarters

186


/q/ as in quarters.

q

□ □ □

□ □ □

187

Directions: Use the Reading Deck or create your own flash card with the letter w on the

front and a picture of a watermelon on the back. Then follow the visual drill directions on

page 4.

This is the letter w.

w /w/

188

This the letter w. Say the name of this letter.

To write the letter w , you go:

Down, up, down, and up.

w

As you write the letter, say “down, up, down,

and up.”

① ② ③

④

189

Now, you try writing the letter w five times on each line. Say

out loud down, up, down, and up as you write each w.

w w w

_atermelon

190


/w/ as in watermelon.

w

□ □ □

□ □ □

191

Directions: Use the Reading Deck or create your own flash card with the letter x on the front

and a picture of an x-ray on the back. Then follow the visual drill directions on page 4.

This is the letter x.

x /x/

192

This the letter x. Say the name of this letter. To

write the letter x , you go:

Down to the right and down to the left.

x

As you write the letter, say “down to the right

and down to the left.”

① ②

193

Now, you try writing the letter x five times on each line. Say out

loud down to the right and down to the left as you write each x.

x x x

_-ray

194


/x/ as in x-ray.

x

□ □ □

195

Directions: Use the Reading Deck or create your own flash card with the letter y on the

front and a picture of a yawn on the back. Then follow the visual drill directions on page 4.

This is the letter y.

y /y/

196

This the letter y. Say the name of this letter.

To write the letter y, you go:

down to the right and down to the left.

y

As you write the letter, say “down to the right

and down to the left.”

① ②

197

Now, you try writing the letter y five times on each line. Say out

loud down to the right and down to the left as you write each y.

y y y

_awn

198


/y/ as in yawn.

y

□ □ □

□ □ □

199

Directions: Use the Reading Deck or create your own flash card with the letter z on the front

and a picture of a zipper on the back. Then follow the visual drill directions on page 4.

This is the letter z.

z /z/

200

This the letter z. Say the name of this letter. To

write the letter z, you go:

across, down to the left, and across.

z

As you write the letter, say “across, down to the

left, and across.”

① ②

③

201

Now, you try writing the letter z five times on each line. Say out

loud across, down to the left, and across as you write each z.

z z z

_ipper

202


/z/ as in zipper

z

□ □ □

□ □ □

203

This is the letter u.

u /u/

204

This the letter u. Say the name of this letter.

To write the letter u , you go:

down, half-around, up, and down.

u

As you write the letter, say “down, half-around,

up, and down.”

①

② ③

④

205

Now, you try writing the letter u.

u u u

_p

206


/u/ as in up

u

□ □ □

□ □ □

207




SAMPLE:

duv bov duv

vud vud vad

hud jud hud

huv tuv huv

voj voj vot

jud jud jad

vad vod vad

hev hev nav

fat fat taf

208


SAMPLE:

tub

tub

rug

___ ___ ___

hug

___ ___ ___

run

___ ___ ___

sun

___ ___ ___

fox

___ ___ ___

nut

___ ___ ___

209

Spell Write


SAMPLE:

p t

c u

n b

tub

f n o e p x

s d o u n p

h p u o p g

h r u e n t

d n u a t g

r f e u g m

210

Auditory Sound Drill See page 5. Example: “Write the letter that makes the sound /q/ as in quarters.”

Sounds: q, w, x, y, z, u

1. 7.

2. 8.

3. 9.

4. 10.

5. 11.

6. 12.

211



u + p = ___

u + t = ___

u + m = ___

212



w + a + x = ____

t + u + x = ____

s + u + n = ____

213



p + u + n = ____

y + u + m = ____

f + i + x = ____

214




bud hut

yup cub

gum bus

215




pet fad kid

dot sum web

gal pig put

216




set tap lip

hot mud zap

win yes mom

217




bug bun jut

jug bun mug

mud rub bug

218



bud yum cab

up dud rut

fun rug gum

nut mud cup

jug gut bad

hem rib sod

fax pet log

219




bud yum cab

up dud rut

fun rug gum

nut mud cup

jug gut bad

hem rib sod

fax pet log

220



0

20

40

60

80

100

120

140

160


0

100

Try 1

Words per Minute

221



writes the word. For example, use the word “wax.” The teacher says “Write the word “wax.”

The student says /w/ /a/ /x/ “wax” and writes the word “wax” on line 1.

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

222





create the cards listed below and on the next page. The teacher

will say the word and the student should repeat it.

a in the was

not on of

brown

223

More SIGHT WORDS.

little old from

had been red

224




A bug hid in the rug.

The bug was not big. The

bug had been in the mud.

225

The rug was brown.

The bug sat on top of a

man in a pub. The man

was a bum.

226

The little bug bit the old

man. The man hit the

bug from the rug.

The bug was bad.

227

Here is a more complete list of SIGHT WORDS. Use cards from the Sight Word Deck or

create your own Sight Word flash cards by using a red Sharpie Marker and index cards.

Place a check in the box when mastered.

1-letter 2-letter 3-letter 4-letter 5-letter

a an all also about

I as and back above

at any been after

be are even among

by big from before

do boy give could

go but have first

he can into heart

if egg kept large

in get know learn

is had like little

it has love means

me her made other

my him many place

no his more should

of its most stood

on man much their

or may must there

so men only these

to new over thing

up not said think

us now show time

we off sign water

old some where

our than which

out that world

put then would

see they write

she this

sky time

sun want

tell well

the were

was what

way when

who will

you with

228

When 2 consonants stand between 2 vowels, the word is usually divided

between the consonants (vc / cv), or we call them “rabbit words.”

rab / bit

Draw a line between the syllables in each word:

napkin

pencil

happen

hobbit

attic

sudden

pepper

sadden

mitten

magnet

button

muffin

zigzag

tablet

muffin

hotdog

kitten

puppet

Multi-Sensory Phonics · 6 8. For the second, third, fourth, and fifth sets of letters, the student will be asked to start the lesson by reviewing all the letters and their sounds

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