Phonics for English

Phonics
for English
Reading, Spelling and Writing
Express
Orton-Spalding Method Based
Phonetic Arts Program
from YesPhonics™
by Pauline M. Adamson
www.yesphonics.com
Dedicated to Cheyenne
Our Super Star
Developed by Pauline M. Adamson (Gram)
Edited by Verlynn D. Adamson (Dad)
and Cheyenne Joseph Adamson (Son)
Illustrated by Verlynn D. Adamson
and Cheyenne Joseph Adamson
Copyright © 2004-2012, Pauline M. Adamson
All rights reserved.
Second Edition
Unless otherwise specified, no part of this book may be reproduced
without the written permission of the publisher.
Published by
YesPhonics™
PO Box 8651
Missoula, MT 59802
Phone & Fax │1.800.481.0668
yesphonics@yesphonics.com
www.yesphonics.com
Made in the United States of America
ISBN 0-9763673-0-0
Phonics for English
Table of Contents
Introduction ...........................................................................................................5
Scope ..........................................................................................................................8
How to Use the Sequence ................................................................................17
Sequence ..................................................................................................................20
Teaching Materials Directory
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How to Teach Manuscript Writing .................................................29
How to Teach Cursive Writing .........................................................35
How to Teach the YesPhonics™ Program ..................................37
Phonogram Sound Sequences and Captions List ...................41
How to Teach Spelling ..........................................................................44
How to Teach Word Markings ..........................................................48
Spelling Rules Chart .............................................................................49
Spelling Rules for the First Sound of Vowels ...........................50
Syllables and Suffixes “De-Mystified” .........................................51
Lesson Plans and Worksheets Directory: 1-28 ............................ 52
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1: Consonants and Vowels ...................................................
2: Multi-Letter Phonogram Reference Chart .....................
3: Syllables.............................................................................
4: Sentence.............................................................................
 Original Sentence
 Paragraph
5: Silent Final Es ..................................................................
6: Nouns .................................................................................
 Adjectives
7: Four Ways a Single Vowel Can Say A, E, I, Y=I, O, U ..
8: Verbs ..................................................................................
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Table of Contents
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Phonics for English
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 Pronouns
 Prepositions
9: F, L and S Doubling Rule ................................................
10: TI, SI and CI Says /SH/ ..................................................
11: I and Y Say E ..................................................................
12: Plurals: Suffixes –S, ES .................................................
13: C and G Before E, I or Y.................................................
14: Homonyms and Homographs.........................................
15: Es Dropping Rule ............................................................
16: Rule 1-1-1 Suffixes ..........................................................
17: Six Spellings of ER .........................................................
18: ED– Past Tense Endings ..............................................
19: Rule 2-1-1 Accent ............................................................
20: I and O Followed by Two Consonants...........................
21: L Dismiss Rule ................................................................
 Compound Words
22: OUGH “Wild” Phonogram Team ...................................
23: Y’s Exchange Rule ..........................................................
24: Contractions Reference Chart .......................................
25: Comparative Words Reference Chart ...........................
26: IE or EI Question ............................................................
27: Other Phonograms ..........................................................
28: Word Analysis: Root with Rules Application ...............
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Prefixes & Suffixes List ................................................................. 109
Extended Ayres Spelling Words Sections Directory ................... 111
Resources ........................................................................................ 190
Appendix A: Phonogram Pages 1-72 (Reproducible Masters) .... 191
Appendix B: Worksheets 1-28 (Reproducible Masters) .............. 228
 Three-line Manuscript Writing Paper (Reproducible)....... 259
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Introduction
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Phonics for English
Introduction
This YesPhonics™ learning system is based on the work of four brilliant, revolutionary
educators. The “Spalding Method” forms the base of the Phonics for English learning
system. The 72 Orton Phonograms are the cornerstone of the curriculum. The course is
based on Romalda Spalding’s multi-sensory approach, 29 spelling rules and word markings;
the Ayres spelling list; and Jean Zier’s concept of phonogram illustrations with sound
sequence keyword captions.
Dr. Samuel Orton
Dr. Orton isolated the most used phonograms that represent the common spelling patterns
of English. They are the primary codes for speaking, spelling, reading and writing English.
A “phonogram” is a letter or a set combination of letters that represent one or more single
sounds in a word. The English alphabet is a sound/symbol system; it has 26 letters that say
the 45 single sounds heard in English speech. The phonograms consist of the 26 alphabet
letters, and 46 set combinations (teams) of letters (multi-letters) with two to four letters
each. Each phonogram has one to six sounds.
The phonograms are the “phonics platform” all students of English need in order to reach
their highest potential. The phonogram’s sound sequence should be rehearsed until the
phonogram stands out as a “sound” in the printed word.
Leonard Ayres
Dr. Ayres was a successful teacher and researcher who lived from 1879-1946. He served as
a school administrator and director of the Department of Education and Statistician for the
Russell Sage Foundation. Dr. Ayres searched out the 1,000 words most commonly used
everyday in the English language. These words were derived from numerous tests arranged
in order of increasing difficulty, marking off the points at which each successive grade could
use the spelling list.
Romalda Spalding
Ms. Spalding was an elementary teacher, and a student of Dr. Orton. She discovered that
her special education students, using Orton’s methods, were learning to read better than
her other students. Using Orton’s methods and phonograms, an extended Ayres spelling
list, 29 simple spelling rules, word markings and other innovations, Spalding developed the
highly successful multi-sensory, systematic, intensive, explicit, direct phonetic language
arts method designed for all students; known as the “Spalding Method”. This method is set
forth in the teacher’s textbook “The Writing Road to Reading” (1957-2003). This text
requires training in order to teach the material.
Jean Zier
A long-time Spalding Method teacher and curriculum director in an award winning rural
public school, Ms. Zier developed, integrated and school-tested the concept of illustrations
with keyword captions. These depict the sound sequence of the phonogram, which Ms. Zier
taught to her first and second grade students.
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Introduction
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Phonics for English
The phonogram’s illustration and keyword caption is an easily learned memory device. The
keywords in the caption depict the phonogram’s sound sequence. For fast, accurate and
fluent reading, it is vital to know the phonogram’s sounds in the order of use frequency. The
first sound of the phonogram is the most often used. The second sound is used less often,
and so forth, as the third through sixth sounds diminish in use frequency.
Research on the Orton-Spalding Method
Labeled Students and Incarcerated Juveniles
In 1986, the Gallegos Elementary school in Tucson, AZ had 623 students with 46 percent of
the intermediate students in special education, most of them classified as learning disabled.
After using Romalda Spalding’s “The Writing Road to Reading” for one year, only four
students remained in the special education section.
After a two-year study of the causes of imprisonment of juveniles, Michael S. Brunner
concluded that the cause was “sustained frustration” from the inability to learn to read in
public schools. His recommendation: teach a complete multi-sensory phonetic reading
method, such as the “Spalding Method”.
University of Delaware
Dr. Sylvia Farnham-Diggory, cognitive psychologist at the University of Delaware, reviews
ways in which principles of cognitive science are applied to the design of instructional
methods for beginning readers in her textbook, “Cognitive Processes in Education” (1992).
After reviewing over 100 methods described in Dr. Robert Aukerman’s book, “Approaches to
Beginning Reading,” Dr. Farnham-Diggory states:
“I wish I could say that there are many published curriculums which embody the principles
that have just been described. Sadly, there are not. I have found only one, which we have
adapted for use in the Reading Study Center at the University of Delaware.
“We did find one published program that was extremely helpful, in part because of its
practical guidance, and in part because of its theoretical insights, which were well ahead of
their time. The program was developed in the 1920s, but not published until the 1950s, by
Romalda Spalding, “The Writing Road to Reading”. Spalding was a student of a famous
neurologist named Samuel Orton, who specialized in what are called ‘learning disabilities’,
especially in the study of remedial treatment of a severe reading disorder called dyslexia.
“Although Orton’s approach is over 60-years-old, it is still surprisingly sound neurologically.
He foresaw many principles of contemporary neuropsychology that awaited new technology
to be verifiable. He also saw, logically, how a brain must be instructed.
“Spalding had discovered that using Orton’s methods, her disabled students were learning
to read better than her normal students. So, she adapted Orton’s methods, adding some
innovations of her own, for all students.”
In her book, “Schooling” (1990), Dr. Sylvia Farnham-Diggory states:
“Spalding’s most remarkable contribution is her invention of the marking system that
enables children to connect spelling rules to reading. The marking system is the bridge that
connects spelling to reading. After a few hours of practice, children find themselves
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Introduction
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Phonics for English
spontaneously marking, mentally, words they see on street signs, buildings, and so on.
They “see” these words in their marked form. They are developing, in effect, a coded sight
vocabulary. They are not merely recognizing words by sight, but are at the same time
recognizing what parts of them embody generalizable rules. This provides the student with
guidelines for reading by analogy.”
About YesPhonics™
In 1990, I was introduced to Romalda Spalding’s textbook for teachers, “The Writing Road
to Reading”. I attended a 30-hour course to understand how to teach it. I was teaching the
phonograms to my grandson, Cheyenne, when he entered Mrs. Jean Zier’s first grade class
in mid-term.
He knew about half of the 72 phonograms. His new classmates knew all of them. He was
very worried and requested my help to catch up. I visited his teacher. She told me not to
worry because he would know all of the phonograms very shortly – and he did!
Cheyenne’s first school “production” was a coloring book of phonogram illustrations with
sound sequence captions. It was wonderful! It was the key to easily and quickly learn these
essential elements of an outstanding, proven phonetic method.
After receiving this highly successful public school tested addition to the Spalding Method,
I was compelled to research and develop programs for both experienced and inexperienced
teachers, tutors and parents. The program can be followed step-by-step through a sequence
without previous training that allows the teacher to learn along with the student.
By third grade, Cheyenne read everything. He may not have known the meanings, but he
could pronounce almost any word.
Best wishes to you and your students.
Sincerely,
Pauline M. Adamson
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Introduction
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Phonics for English
Scope
The scope gives an overview of the teaching material and method of teaching the program.
The order for teaching the program is given step-by-step through the sequence.
1. Designed for All Teachers
This program is an English resource that is designed for the experienced and inexperienced
teacher, tutor or parent. The program needs no prior training to teach phonemic awareness,
speech, reading, writing, spelling, spelling rules, beginning grammar, word analysis and
word markings. The program is taught step-by-step through the sequence; it coordinates
the how and when of presentation and integrates the subjects to be taught.
Just start! The teacher learns along with the student!
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The scope gives the overall method of instruction.
The sequence gives the step-by-step order for teaching.
Manuscript writing is taught with the alphabet letter phonograms.
The 72 Orton Phonograms are taught using:
o Phonogram Flash Cards
o Phonics Codes for English Phonogram Flash Card Media
o Phonogram Sheets, Illustrated Keyword Captions/Color Handouts
The 28 lesson plans (Teacher’s Manual) and the 28 worksheets (reproducible
masters) to teach the spelling rules in conjunction with the phonograms and spelling
word list.
2. Program for All Levels & Grades: K-College and Others
This school and homeschool course is sequenced for Levels 1-3 (grades K to first-third). This
program is used for all ages and reading levels. The teaching instructions are necessarily
written for classes of beginners, whether in Kindergarten or first grade. Older students
beginning with this method, regardless of their training in lower grades, need this same
teaching method and practice, as do children just entering school; although the older
student will likely proceed faster. All learners profit quickly with this program.
3. Beginners Read in Five Weeks
The phonograms are taught first and fast, integrated with spelling words and spelling
rules. In the first five weeks, the students learn 56 phonograms and the first 150 words of
the Ayres spelling list of the 1,000 most commonly used words, taught in the order of use
frequency.
The students write sentences using words from their spelling notebooks and read them
aloud. Potential reading abilities now include hundreds of words that make up the same
spelling patterns.
All students can quickly grasp these essentials and apply them to any reading context and
start reading literature from the library of their age-interest that educates and develops a
love of reading.
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Phonics for English
The ability, along with the desire to read well-written books that expand the student’s
horizons and knowledge of life, is one of the major goals of language teaching.
4. English: Sound/Symbol/Rules System
The sound/symbol relationships and spelling rules that should be taught with the
phonograms and spelling words are highly relevant because those that do not know them
cannot learn to spell except by whole-word memorization. About 10 percent of students
have enough photographic memory to do quite well with memorization of whole words.
Around 30 percent lack this visual ability, and another 50 percent cannot perform this task
well. The failure to teach English as a sound/symbol/rules system causes sustained
frustration, slow thought, low self-esteem and failure for at least 60 percent of English
writers and readers.
5. Spell and Write to Read
Auditory processing skills can be more precisely and efficiently taught through spelling
rather than randomly taught through “implicit” phonics applied to pronouncing words for
reading. Phonics for reading alone give only approximate pronunciations for many words.
Early learning of correct spelling patterns (while avoiding programming of misinformation,
such as “invented’ spelling) allows elementary students to write with increased precision
and creativity. As a result, they can then read at their interest and speaking vocabulary
levels; enjoying quality literature with its obvious benefits.
6. Read to Learn
Explicit
The phonograms and spelling words are taught explicitly with a multi-sensory approach of
seeing, hearing, saying and writing them from dictation. Explicit phonics moves from the
smallest parts to the whole. Students first learn the phonograms (letters and set
combinations of letters, called multi-letters) and their sounds. They then build and
recombine them into syllables and words.
Systematic
This method is a complete sequential teaching method that unclutters and unifies English
language arts.
Direct
This method is direct with an exact dictated dialogue for the phonograms and spelling
words. The students use only paper and pencil and their minds. The mental work required
of the students in applying their knowledge of the phonograms and spelling rules in writing
from dictation builds a study habit of great value.
Multi-Sensory
When a multi-sensory approach of seeing, hearing, saying and writing the phonograms and
spelling words from dictation is used, then all students will learn whether they are a more
auditory, visual or kinesthetic learner.
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A multi-sensory method has a synergistic effect of addressing the stronger learning mode
while reinforcing the weakest; it is effective for beginning, remedial and advanced students.
All students can quickly grasp these essentials and apply them to any reading context and
learn to read interesting literature.
8. Single Sounds, Blends and Word Families
Single Sounds
All of the phonograms (26 alphabet letters and 46 multi-letter teams) say single “voiced”
sounds. Reading (blending or decoding) is the saying of a single “voiced” sound in rapid
succession. When the phonograms are taught, there is simply no need to teach the single
“voiced” sounds of hundreds of blends and word families.
Blends
Blends are two or more phonograms “blended” together, each letter retains its own sound
value (br=/b/+/r/). In this method, blending is learned in spelling and reading.
Word Families
Recitation of short vowel words (at, bat, cat, hat) and long vowel words (make, bake, cake)
is a fragmented and incomplete process of learning to read. These spelling patterns are
quickly and easily learned with the phonograms, spelling words and spelling rules.
9. Whole Language, Implicit Phonics, Text Clues, Picture Guessing and Invented Spelling
Whole Language, Implicit Phonics, Text Clues and Picture Guessing
This is the most widely used form of reading instruction used in schools today; it moves
from the whole to the smallest parts. Three hundred words a year are taught as a whole.
The student must make her “best guess” as to what the word is by its shape, beginning and
ending letters, and any context clues from the rest of the sentence or accompanying picture
(a horse is not a pony).
Implicit Phonics
Implicit phonics break down from the whole to the part. Many current programs labeled
“systematic conceptualized phonics”, “balanced”, “embedded phonics”, “literature based”
and “integrated language arts” in fact use implicit phonics.
Invented Spelling
Accurate spelling is the road to reading. It corresponds to printed material and is critical to
the reading process. Incorrect spelling practice “wires” the brain wrong and tends to be
permanent; it is strongly associated with reading disability.
10. Sessions
Sessions should be daily (school days) for school and homeschool students. For individual
tutoring, ideally there should be three, one-hour sessions each week. The tutor should
engage a “student’s helper” – a parent, an older sibling, or a friend to help with homework.
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11. Read Storybooks
Read appropriate storybooks of interest to the student of any age. This will peak their
interest, enhance vocabulary, expose them to proper voice inflection and phrasing, model
articulate English speech, and open a window to the marvels revealed in books.
12. Manuscript and Cursive Writing
Manuscript writing is taught in the beginning with the single-letter phonograms. Cursive
(connected) writing is taught in the second grade/level.
13. Sound Keys
Pronounce all of the names of the letters that are written alone: s (es). Pronounce all of the
sounds of the letters (phonograms) that are written within the slashes: /s/ (sss).
14. Phonograms
A phonogram is either one letter or a set combination of letters (multi-letters) which
represent one or more single “voiced” sounds in a word. This program teaches the 72 Orton
Phonograms. The phonograms are presented with the flash cards and/or phonogram’s sheet
and videos. The face of each flash card has one big, bold, black phonogram to show to the
student. The back of each card has the phonogram, the phonogram’s sounds with keywords,
the phonogram’s sound sequence and dialogue, and the phonogram’s illustration of its
keyword sound sequence caption memory device.
Some phonograms have the same sound in every word in which they appear. Others have
several sounds, and deciding which sound to use is one of the skills needed for reading
(decoding) English. Notice the four phonograms in the word school: /s/-/ch/-/oo/-/l/. The s has
two sounds, this is its first sound: /s/. The ch has three sounds, this is its second sound: /k/.
The oo has three sounds, this is its first sound /oo/. The l has one sound.
The sounds of the phonogram are in the order of their frequency of use. For instance: the
sound sequence of the phonogram a is: /ă/-/ā/-/ah/. The first sound is used about 70 percent
of the time, so the /ă/ is listed first. The second sound, /ā/ (letter name) is used almost 25
percent of the time. The third sound is used the least often, and is therefore listed last.
When the student tries the first sound in a word, she will most often be right. If the first
sound doesn’t work, then she should try the second sound, and the third sound last. For this
reason, it is important to teach the sounds in the order of use frequency.
The name of the phonogram is its sound sequence and dialogue. The sequence of its sounds
and some spelling rules are used to identify the phonogram in dictation.
15. Teach Sounds, Not Letter Names
Teach only the sound sequences of the alphabet letters. The names of the letters are not
important at this time, but the sounds are. Learning the names of the letters first, before
learning the sounds, confuses children. First, we want the students to link the sounds of
speech with the symbols used for spelling the words. This lowers the learning load for the
students and speeds them on their way to reading.
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After the phonograms (letters a-z) are learned, the letter names are taught in preparation
for teaching and learning the lesson plans and worksheets with the spelling words and
spelling rules.
16. Short and Long Vowels
The first sound of a vowel letter is called “short”. The second sound, which says its letter
name, is called “long”. When speaking to the student, avoid using the term name of the
letter or short or long, instead use the sound(s) itself. This is more direct.
17. Phonics Instruction First and Fast
Phonetic instruction should be first and fast. Total mastery is not necessary before moving
onto the spelling words. Memory research has verified the efficiency of teaching all of the
sounds of the phonogram at one time, rather than in layers. When the phonogram sounds
are introduced together, the brain can store the information in one place for easy retrieval.
Present the phonograms quickly. For the average student, teach the first 56 within the first
five weeks, and all 72 within the first 11 weeks. This method starts with a rapid
presentation of the “phonics codes” of the English language. The student need to see
phonics in operation. Only with repetition over a period of time will these concepts be
retained. (All students should work at their capacity.) When the tools of learning are
mastered, the path to learning is completely open.
18. Phonogram Sheets, Illustrated Phonogram Sound Sequence Keyword Captions for
Coloring and Handouts
Knowing the 72 phonograms and their sounds in sequence is vital for quick and accurate
reading (decoding). The phonogram’s illustration and keyword caption is an easily learned
memory device. The keywords in the caption depict the phonogram’s sounds in use
frequency. This innovative addition to this method is truly a remarkable way to easily and
quickly learn and remember the most difficult part of this method.
Many phonograms have the same sound with differing use sequences. Compare the
phonograms ie and ei: The sound sequence for “ie” is /ē/-/ī/, the caption is “piece of pie”. The
sound sequence for “ei” is /ā/-/ē/, the caption is their leisure”. Also, consider the sound
sequence of the phonogram oo: /oo/-/oo/-/ō/. It’s easy to remember with the illustration and
caption “foolish crook at the door”. The phonogram o: /ah/-/ō/-/ŭ/-/oo/ has some of the same
sounds; its caption is “Ox over? Love to!”
By coloring or painting the phonogram’s illustration of its keyword sound sequence caption,
the student creates a work of art, by this act they make the phonogram their own. This is a
powerful memory device. The illustrations are praised and displayed, or made into family
“treasure books”. A wall chart may be constructed of the completed illustrations.
19. Original Art
Later, the students may illustrate their own versions of the phonogram’s keyword sound
sequence caption with original art. This reinforces the meaning of the words in the caption.
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Phonics for English
Don’t confuse the mind with other captions for the illustrations. See: Dialogue for
Phonogram Sheets, Illustrated Keyword Captions for Coloring and Handouts
20. Spelling
This program uses the Ayres spelling list of the 1,000 most commonly used words in the
English language, taught in the order of use frequency. Included are extensions of root
words with their derivatives, similar spellings, comparative words, homonyms and
homographs. The teacher is instructed to add extensions according to the learning
level/grade one, two or three.
The students learn to construct literate English sentences by using high frequency words
(not only low frequency words in categories or of the phonograms/letters being learned).
From the beginning, the student constructs oral and written sentences using the spelling
words from their spelling notebook. The student’s first reading “in context” experience is to
read aloud the sentences that they have written.
Teaching the list of the 1,000 most commonly used words explains most spelling problems
in the language. The spelling words are the building blocks of the language. The first 100
spelling words make up 30 percent of all that we read or write. The student needs to learn
to write these words without needing to pause, analyze or think.
The spelling words are taught in syllables and are referenced in the spelling rules. The
spelling rules are not taught in isolation, but are taught by examples in the spelling lesson
with the lesson plans and worksheets.
Phonetically taught spelling is the key to successful reading instruction. When the logic of
the language is clearly taught, students spell their way to reading.
In the spelling lessons, the students obtain the basic knowledge of how written language
works, at the completion of the spelling list (usually by the end of third grade) the student
can read (decode/pronounce) the longest of unfamiliar words syllable-by-syllable. At this
point, students are able to read anything in their comprehension vocabulary of about 30,000
words. (Compare this to the 900 words third-graders are able to read using the whole
language method!)
Most phonics methods neglect spelling and do not teach the saying and writing of the
sounds of the phonograms before, and well ahead of trying to read.
The spelling words are first seen by the students as they write them from dictation.
Dictation is the “key” to using the brain for spelling. With this method, you will need to
teach the word only once, instead of repetitious copying. The words are not copied! Applying
the phonograms, phonogram-by-phonogram, sound-by-sound, syllable-by-syllable along
with the spelling rules through written dictated spelling is a very efficient way to teach
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Phonics for English
accurate spelling for fluent reading. Correct spelling corresponds directly to book print for
reading.
21. Spelling Notebook
A composition lined notebook, with 3/8 inch spacing and divided columns is included in your
program for your convenience. It is used for spelling words, sentences and paragraphs. The
spelling words are then used for construction of sentences and paragraphs, and to search
for words when completing the worksheets. The Spelling Notebook is a permanent record
and is a treasure of an accomplishment.
22. Spelling Rules Chart
The Spelling Rules Chart is a teacher’s reference. The spelling rules are taught by
application (not written) with the spelling words in the spelling notebook, lesson plans and
worksheets through the sequence, p. 49
23. Word Clearing
This activity should only commence after the students are reading and have a solid
phonetic foundation. It should not interfere with dictation of the spelling word list. These
words may be used as spelling extensions for elementary students and for older and
remedial students.
To practice word clearing, chose reading material slightly above the student’s reading
ability. Have the student read aloud. When a word is “unclear” (he hesitates or stumbles),
the student looks up the word in the dictionary and uses it to write sentences. Have
students word clear with a friend, taking turns reading aloud and listening.
24. Word Markings
This method uses word markings, using numbers, underlining and identification marks, to
identify which of the phonogram’s sounds is being used and indicating the spelling rule.
This promotes thinking and reinforces correct spelling; it is a bridge that connects spelling
to reading. See: How to Teach Word Markings
25. Sequence, Spelling Notebook, Lesson Plans and worksheets
The prepared lesson plans teach the worksheets. They are taught in conjunction with
phonograms, spelling words, and spelling rules. The teaching order of how and when is
coordinated through the sequence. The various parts of them are taught by the
corresponding sequence numbers. Some lesson plans and worksheets are visited several
times to teach their continuing parts.
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Each level/grade begins with new worksheets. The students continue the spelling list from
level/grade to level/grade, so the worksheets have words entered from the basic words to the
higher levels/grades. When the spelling list is complete (usually at the end of third
level/grade) upper grades and other students can benefit from using the worksheets with
any spelling word list or words found in reading and word searches.
26. Phonics Codes for English Illustrated Phonograms DVD and CD
The 72 phonograms are shown and called by number. The sound sequence and dialogue of
the phonogram is said twice. The student may “Sound-A-Long” with the speaker the second
time. The keyword caption is said once. Preview the DVD and CD to give the students
“phonemic awareness” by seeing, hearing and saying the 45 sounds heard in English speech
before seriously learning the symbols.
Elementary and ESL students may use the DVD or CD for review and drill. Middle school,
remedial and self-learning students may use them for presentation of the phonograms and
drill. The phonogram pages and worksheets may be copied for students to use with the
DVD or CD, and for future study.
27. Teaching the Levels, Grades and Others
Level One: K-First Grade, Remedial and Other
Follow the program through the sequence.
Levels Two and Three: Second and Third Grade, Review, Remedial and Other
If the students have not been taught this method, it is necessary to give them the first and
second level/grade work. This may be done more rapidly than with beginning students.
The Sound-A-Long DVD and CD may be used with copies of the phonogram pages and
Appendix A to learn or review the phonograms, and for future study.
All students start at the beginning of Level One, Spelling Sections A-N, to learn or review
the words and record them in their spelling notebook, for use when later completing the
worksheets. This is the foundation on which to continue adding spelling words from
Spelling Sections O-Z.
The sequence is followed. Spelling words and rules are taught with the lesson plans and
worksheets through the level/grade spelling sections. The teacher dictates or ‘calls out’ the
words from the spelling list for the student to write and mark in their spelling notebooks.
Students write sentences and short paragraphs. Chalkboard paragraphs are read aloud and
corrected by the class.
Much literature from the library is read aloud in groups or at home.
Other Students: Fourth Grade through College/Adults and Self-Learners
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Scope
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Phonics for English
To accelerate reading, it may be desirable to teach all the phonograms first, very quickly.
The 72 phonograms may be presented and drilled with the Phonics Codes for English
(Sound-A-Long) Illustrated Phonograms DVD or CD, and copies of the phonogram pages
and Appendix A. Show the media through each session until the phonograms are learned.
Start at the beginning of the program and progress through it at the student’s pace, using
the sequence for teaching the spelling word and rules with the spelling notebook, lesson
plans and worksheets. Spelling Sections A-N (Level One) is used to construct the
worksheets. This is the foundation on which to continue adding words from Spelling
Sections O-Z.
Library books are read aloud in groups or at home.
ESL: Write and Spell to Read and Speak
All English language learners need the same phonetic word building skills. English as a
second language students must know the 45 single sounds heard in English speech. They
must have knowledge of the common spelling patterns of the 72 Orton Phonograms that
teach the systematic and predictable relationships between the letters of the written
language and the individual sounds of the spoken language. The way to learn English:
1. Write the sounds of the phonograms.
2. Spell the 1,000 most frequently used English words in syllables with word building
phonograms and spelling rules.
3. Read English words syllable-by-syllable.
4. Speak English by reading aloud.
The Sound-A-Long DVD and CD are remarkable tools for learning to read, spell, write and
speak English. After the initial introduction to the phonograms, show the media through
each session until the phonograms stand out as a “sound” in a printed word.
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Scope 16
Phonics for English
How to Use the Sequence
Including a Preview of Sequences 1-6
This program is designed to be taught or learned through the sequence. The sequence is the
guide for daily, weekly and by-the-grade teaching and learning for the YesPhonics program.
The sequence guides the program step-by-step, coordinates the presentation of the subjects
and integrates the teaching order of the phonograms, spelling words, spelling rules and
beginning grammar with the lesson plans and worksheets. The lesson plans and
worksheets are not taught in order, as in 1-2-3, etc. They may be used more than once
through the sequence and spelling words list.
Get Organized
Review, prepare and practice the material to be presented in Sequences 1-3 as follows:
Sequence 1: Daily, Read Storybooks Aloud
Select an age-appropriate interesting story or chapter book that is above the reading level
of the students.
Sequence 2: Manuscript Writing
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Review: How to Teach Manuscript Writing
Copy the Reproducible Masters three-line writing paper.
Practice the seven strokes used in manuscript writing and the circle (o) on the paper
using the Dialogue to Teach the Circle and Circle Points 1-4.
Practice writing the single-letter phonograms (alphabet letters) to be taught the first
day (circle letters are taught first) using the Dialogues for Manuscript Writing
(letters).
In the beginning, only lower case letters are taught. The capital letters are taught as they
are needed. This prevents intermixing of lower and upper case letters.
Note: How to write the alphabet letters (a-z) is taught with their phonogram (1-26), p. 29
Sequence 3: Phonogram Flash Cards and Color Handouts


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Re-sequence the Flash Cards (1-26) a-z to teach the circle letters first. (If needed,
make Flash Cards from copies of the phonogram pages.)
Copy the Phonogram Sheets (Reproducible Masters Packet or phonogram pages) on
single-sides, cut in half for the students’ use for the first week or longer. Re-sequence
the Phonogram Sheets to match the Flash Cards.
Determine how many phonograms are to be taught each day – usually two to four.
Allow time for elementary students to color the phonogram illustrations. Older
students enjoy this exercise using markers or paints. Use this activity as a time for
the students to mentally practice and anchor the sound sequence of the phonogram
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How to Use the Sequence 17
Phonics for English
and rehearse the caption that depicts the order of use frequency. The 26 single-letter
phonograms (1-26, a-z) will take 13 days to teach (two/day), or seven days to teach
(four/day).
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Review: How to Teach Flash Cards and Phonogram Sheets
Practice: Dialogue for Single-Letter Phonograms
Practice: Dialogue for Phonogram Pages
Practice the sound sequences of the phonograms to be used the first day; it’s not
necessary for the teacher to know the sounds in sequence at this time, as they will
have the cards available.
Note: How to write the alphabet letters (a-z) is taught with their phonogram (1-26), p. 29.
Copies of three-line writing paper are needed for students to practice on, p. 31 and 259
Phingo!™ Phonetic Bingo Game
The completion of the single-letter phonograms is a good place to play Phingo!™, and a fun
way to drill the phonogram sound sequences. When decoding (reading), in order to quickly
choose the correct sound, the student must know the sound in sequence without hesitation.
The first sound is tried and is most often correct, then the second sound, etc.
Begin the class! Teach Sequences 1-3
Sequence 4: Teach the Alphabet Letter Names and Numerals (0-9)
Skip this sequence if the student knows the names by sight of the lower case letters in
alphabetical order. The name of the phonogram (letter) is its sound sequence and is used at
all times during dictation when instructing the students. The names of the alphabet letters
are needed later for discussion, dictionary and telephone use, etc. To teach the names,
sequence the flash cards in alphabetical order, or use a copy of the lower case letters.
Sequence 5: Vowels and Consonants
Lesson Plan/Worksheet Part 1 (LW-1)
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
Copy Lesson Plan/Worksheet Part 1 (LW-1) from the reproducible masters
Review: Lesson Plan and Worksheets Directions
Review how to teach the lesson plan and how the student should complete the
worksheet for both parts 1 and 2. Note that only part 1 is taught in Sequence 5; part
2 will be taught in Sequence 14. Most of the lesson plans/worksheets are revisited
more than once in the Spelling Sections A-N (Level One, K-first grade) and again in
Sections M-Z (Levels Two and Three, second-fourth grade) of the spelling list.
Sequence Listed on Lesson Plans/Worksheets/Spelling Word List:
The sequence that is relevant to the material being presented is listed on the lesson plans
and throughout the spelling word list. The Lesson Plan/Worksheet (LW) is also listed in the
spelling word list as a reminder to teach it at the same time.
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How to Use the Sequence
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Phonics for English
Sequence 6: Spelling Words (Sections A-B) and Multi-Letter Phonogram
Flash Cards and Color/Handout Phonogram Sheets sh-ch

Determine the number of spelling words to be taught daily and spread the 14
phonograms (27-41) through the 26 spelling words in Spelling Sections A-B. Twenty
to 40 words are taught each week, 30 words per week are assigned to the average
first grader.
Note: All learners (K-college/self-learners) complete the spelling list and worksheet to build
a solid phonetic foundation.
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Practice: Dialogue for Multi-Letter Phonograms
Review: How to Teach Spelling
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Practice: Dialogue for One-Syllable Spelling Words
Review: Spelling Words Sections Directions
Review: Spelling Words List Explanations
Review: Spelling Section A (Sequence 6) and Spelling Section B (Sequence 6)
Purchase and prepare the spelling notebooks. If you are unable to find 3/8 inch
spaced spiral notebooks, make copies of the three-line, 3/8 inch writing master
document and place the sheets in a loose-leaf notebook.
Example: Spelling Rules Integrated with Spelling Words, Lesson Plans and Worksheets
Sequence 12: Spelling Words Section E and LW-5
Part 1: Silent Final Es, at “time” (Rule 7)
Go to: Sequence 12 (see the above information)
Go to: Spelling Word List Section E and find the above information listed again. Beginning
at the word “time” you are to teach (Rule 7) Silent Final E words, Part 1 of (LW) Lesson
Plan/Worksheet 5.
Go to: Lesson Plan 5 with worksheet that has filled in as a guide. The lesson plan has
explanations of rules, markings and other information for teaching the Silent Final E word.
Teach (dictate) form the Spelling Word List the Silent Final E Words using their dialogues
for the students to write in Part 1 of their worksheets. Part 2 will be taught in Sequence 22.
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How to Use the Sequence 19
Phonics for English
Sequence
The sequence gives the step-by-step order for teaching the program. Just start!
Terminology
Phonogram Flash Cards
Color/Handout (HO)
Phonogram sheet reproducible masters.
LW: Lesson Plan/Worksheets
Refers to both the teacher’s lesson plans in the manual and the student worksheets.
Worksheets
These reproducible masters are given to the students as they are needed. They are not
taught in order (1-2-3); they are taught through the sequence numbers with the
phonograms, spelling words and spelling rules. They may be visited more than once during
the levels/grades. After the first introduction, they are kept in a loose-leaf notebook for
further use and reference.
Spelling Notebook
The teacher dictates the spelling words for the students to write and mark in their spelling
notebooks. The spelling notebook is the permanent record; it is used to construct sentences,
read words and sentences, search for words for the worksheets and to write derivatives
with its root word. Each level/grade uses a new spelling notebook.
Construct Worksheets
Each level and/or grade constructs new worksheets, starting from the beginning of Level
One, Spelling Sections A-N. This is the foundation on which to build. The students then
continue through all of the spelling sections, adding words to the worksheets until they
have completed the words for their level/grade, p. 228.
The spelling words are written on the worksheets when specified by a sequence number,
not after each spelling lesson. As the spelling words increase in difficulty for each
level/grade, the worksheets reflect this in their final composition.
1. Daily: Read Storybook Aloud
2. Manuscript Writing
Copy the writing paper. Teaching Materials: pp. 28-36
 How to Teach Manuscript Writing
 Dialogues to Teach the Circle and Circle Points 1-4
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Phonics for English
 Dialogues for Manuscript Writing
How to write the alphabet letters is taught with the phonograms.
3. Phonogram Flash Cards and Color/HO 1-26 (a-z)
Introduce two to four phonograms each session using the Phonogram Flash Cards and
Teaching Materials: pp. 37-40
 How to Teach Phonogram Flash Cards and Phonogram Sheets, Illustrated Keyword




Captions for Coloring and Handouts with Dialogues
Dialogue for Dictating the Phonograms
Dialogue for Single-Letter Phonograms
Dialogue for Phonogram Sheets (Color/HO)
Manuscript Writing Materials
Collect the Color/HO to make books. Review all of the previously taught phonograms at the
beginning of each session.
Don’t wait for the total mastery of the phonograms or exact manuscript writing before
moving onto spelling and the multi-letter phonograms.
4. Teach the Alphabet Letter Names and Numerals (0-9), p. 32
5. LW-1, Part 1: Vowels and Consonants
Give the student the worksheet as it is introduced. They are kept in a notebook for further
use.
Twenty to forty spelling words are taught each week. Thirty words a week are assigned to
the average first grader.
6. Spelling Words, Sections A and B – Multi-Letter Phonogram Flash Cards and
Color/HO 27-41 (sh-ch)
Teaching Materials:
 Dialogue for Multi-Letter Phonograms, p. 40
 How to Teach Spelling, p. 44
 Dialogue for One-Syllable Spelling Words, p. 45
At the end of each spelling lesson, the students and teacher recite oral sentences using each
word and read the words in their spelling notebooks aloud. Review all of the phonograms
each session.
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Sequence 21
Phonics for English
7. Spelling Words, Section C – Multi-Letter Phonogram Flash Cards and Color/HO 42-50
(ng-oe)
Teach concurrently. The students will make oral sentences using each word from the
spelling lesson and read words in their spelling notebooks. Review all of the phonograms
each session.
8. Multi-Letter Phonogram Flash Cards and Color/HO 51-56 (er-our)
Introduce the /er/ phonograms and Color/HO in one session.
 LW-17: Six Spellings of ER, students enter phonograms er-our
Review all of the phonograms each session. Periodically test the phonograms. Students read
the words in their spelling notebooks every session.
9. LW-2: Multi-Letter Phonogram Reference Chart
Dictate the phonograms 27-56 (sh-our) from the lesson plan for the students to write on
their worksheet.
10. Spelling Words, Section D
Concurrently with dictating the spelling words for the students to write in their spelling
notebooks, the students make oral sentences using each word from the spelling lesson and
reading the words in their spelling notebooks in different orders. Review all of the
phonograms.
 LW-3: Syllables, at “over”
11. LW-4: Sentence
The students will write three sentences each session using words from their spelling
notebooks.
12. Spelling Words, Section E
The students will make oral sentences for each word in the spelling lesson and write
sentences using words from their spelling notebooks.
 LW-5, Part 1: Silent Final Es, at “time”
13. Spelling Words, Section F
The students will compose sentences using words from their spelling notebooks and read
them aloud to the class. This is their first reading in context. Continue to review all of the
phonograms each session.
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Phonics for English
14. LW-1, Part 2: Vowel’s Keywords
15. Spelling Words, Section G
Concurrently with teaching the spelling words and oral sentences, have the students write
sentences using the words from their spelling notebooks. Review all of the phonograms each
session.
16. LW-6, Part 1: Nouns
Introduce Beginning Grammar.
17. LW-4: Original Sentence
18. Spelling Words, Section H
Concurrently with teaching the spelling word and oral sentences, have the students write
two or three original sentences in their spelling notebooks and read the words in their
spelling notebooks. Review phonograms each session.
 LW-11: I and Y Say SE, at “baby”
 Unstressed Syllables, at “about” (Use: Dialogue for Think to Spell, p. 47)
 LW-12, Part 1: Plurals, Suffix –s, at “cat, cats”
19. LW-7: Four Ways a Vowel Can Say A, E, I, O, U
20. LW-8: Verbs
21: Read Storybooks with Vocabulary-Rich Literature
At the completion of Section H, beginners should start reading easy books. The students
should read interesting literature to accommodate their expanding speech and vocabulary
interests.
22. Spelling Words, Section I: Multi-Letter Phonogram Flash Cards and Color/HO 57-72
(ey-gu)
Teach concurrently. Students write two to three original sentences in their spelling
notebooks. Each session, the students read spelling words in different orders from their
spelling notebooks.
 LW-5, Part 2: Silent Final Es, at “gave”
Continue to review all of the phonograms. The value of instantly knowing the phonogram’s
sound in sequence simply cannot be overstated. Games are an excellent way to relieve the
boredom of review.
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Sequence 23
Phonics for English
23. LW-8: Pronouns
24. LW-2, Multi-Letter Phonogram Reference Chart
Dictate the phonograms 57-72 (ey-gu) from the lesson plan for the students to write them
on their worksheets to complete this chart.
25. Spelling Words, Section J
Concurrently with teaching the spelling words, students make oral sentences using each
word in the spelling lesson, write two or three original sentences and read the spelling word
in their spelling notebooks. Review phonograms.
 LW-9: F, L, S Doubling Rule, at “off”
 LW-10: SH, TI, SI, CI Say /SH/, at “ship”
26. LW-8: Prepositions
27. 1-72 Phonogram Review and Original Art
Review the phonograms concurrently with teaching the program. The students illustrate
their versions of the captions with original art. Illustrating and coloring phonogram
captions can be done anytime. This causes the student to think about the meaning of the
words in the caption and reinforces the sound sequences of the phonograms. Do not confuse
the mind by changing or practicing other captions. Collect the art to make books. As time
permits and on a continuing basis, teach the spelling words concurrently with original art,
reading books and writing original sentences.
28. Testing the Phonograms
Periodically, test the 72 phonograms – use 30 at a time. “Call out” the sound sequence and
dialogue, the students will write it and dictate it back for the teacher to write on the board.
Phonogram review is concluded for the level/grade when the student is 100 percent correct
three times.
29. Spelling Words, Section K
Concurrently with teaching the spelling words and oral sentences, have the students write
original sentences and add suffixes to root words; the students will write the derivative
with its root word in the spelling notebook.
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

LW-13: C and G Before E, I, Y, at “cent, gem”
LW-12, Part 2: Plurals, Suffixes, change F to V, add –es, “at wife”
LW-14: Homonyms and Homographs, at “boor”
LW-15: E’s Dropping Rule, at “come, coming”
30. LW-6, Part 2: Nouns, Adjectives
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Sequence
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Phonics for English
31. LW-4: Paragraph
32. LW-16: Rule 1-1-1 Suffixes Learning Reference Chart
33. Spelling Words, Section L
Concurrently with the spelling words and oral sentences, have the students write original
sentences and paragraphs in their spelling notebooks.
 LW-12, Part 3: Plurals, Suffixes –es, at “hero, heroes”
 LW-17: Six Spellings of ER, at “her”
 LW-18: ED, Past Tense Ending, at “land, landed”
34. Spelling Words, Section M
Concurrently with the spelling words and oral sentences, have the students write original
sentences and paragraphs in their spelling notebooks.
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


LW-20: I and O Followed by Two Consonants, at “mind”
LW-19: Rule 2-1-1 Accent Learning Reference Chart, at “begin”
LW-3: Syllables, at “pretty”
LW-22: OUGH “Wild” Phonogram Team, at “bought”
35. Spelling Words, Section N
Concurrently with the spelling words and oral sentences, have the students write original
sentences and paragraphs in their spelling notebooks.
Prefixes and Suffixes: At various times, assign three prefixes and three suffixes for the
students to search their spelling notebooks for words to which they may be added. The
students should write the derivative with its root word in their spelling notebooks. See:
Prefixes and Suffixes List, p. 109
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


LW-21: L Dismiss Rule, at “also”
LW-21: Compound Words, at “something”
LW-23: Y’s Exchange Rule, at “copy”
LW-26: IE or EI Question, at “piece”
36. LW-15: E’s Dropping Rule
 LW-24 Contractions Reference Chart
 LW-25 Comparative Words Reference Chart
Section N is usually the last spelling section for Level One, K-first grade. The spelling list
may be extended as needed with derivatives of root words in the spelling notebooks, from
reading, word clearing or other spelling lists.
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Sequence 25
Phonics for English
37. Worksheet Completion for Spelling Sections A-N, Level One
Kindergarten, First Grade, Remedial and Other Students
Complete the worksheets for reference, as is appropriate. Find words by searching the
spelling notebooks, from reading material, by doing word searches or other sources. All of
the worksheets will not be completed by the beginning students, the teacher may fill in
parts of them for future reference.
Level Two, Second Grade, Review, Remedial and Other Students
All students use new spelling notebooks and worksheets. Begin at Level One – teach the
basic words in Spelling Sections A-N that are used to build the foundation that is needed to
continue adding the spelling words from Sections O-R in the spelling notebooks and on the
worksheets.
38. Cursive Writing, Level Two, Second Grade
Teach connected writing only after the student can print (write) well in manuscript,
usually, after the new year in the second grade. The words that are added to the spelling
notebook and worksheets at that time should be in cursive writing.
39. Spelling Words, Sections O and P
Periodically search these sections in the spelling notebooks for words that can be added to
the worksheets.
 LW-10: SH, TI, SI, CI, Says /SH/, Section O, at “quest”
 LW-27: Other Phonograms, Section P, at “beau”
40. LW-28: Word Analysis
Teach this study concurrently with Spelling Sections O-Z. Search the spelling notebook; use
more worksheets. This activity will greatly enlarge the understanding of words.
41. Spelling Words, Section Q
Continue teaching the worksheets, adding words from Section Q or other sources. Review
and test the phonograms.
42. Extended Writing Paragraphs and Stories
Need a program.
43. Greek and Latin Roots
“English from the Roots Up”, by Lundquist, and “ABCs and All Their Tricks” by M. Bishop.
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Phonics for English
44. Spelling Words, Section R
Continue teaching the worksheets, adding words for Section R or other sources. Review and
test the phonograms.
Section R is usually the last spelling section for Level Two/second grade. The spelling list
may be extended with derivatives of root words that are in the spelling notebooks, from
reading material, word clearing or other spelling word lists.
45. Worksheet Completion for Spelling Section O-R
Level Two, Second Grade, Review, Remedial and Other Students
Complete the worksheets for future reference by searching for words in the spelling
notebooks and other sources.
Level Three, Third Grade, Review, Remedial and Other Students
All students use new spelling notebooks and worksheets. Begin at Level One – teach
Spelling Section A-N’s basic words that are used to build the foundation that is needed to
continue adding the spelling words from Sections S-Z in the spelling notebooks and on the
worksheets.
46. Spelling, Sections S-Z
Level Three, Third Grade
The students continue writing these words in their spelling notebooks and adding them to
their worksheets. Continue with the activities listed above.
The spelling list may be extended as needed with derivatives of root words in the spelling
notebooks, with words from current reading material, word clearing activities or other
spelling word lists.
47. Worksheet Completion for Spelling Section S-Z
Level Three, Third Grade, Review, Remedial and Other Students
Complete the worksheets for future reference by searching for words in the spelling
notebooks, reading material, word searches or other sources.
All students that have not previously studied this method need to start at the beginning of
the program.
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Sequence 27
Phonics for English
Teaching Materials Directory
 How to Teach Manuscript Writing ................................29
 Dialogue to Teach the Circle and Circle Points 1-4 ......30
 Alphabet Letters and Circle Points Marked .................32
 Capital Letters, Punctuation, and Numerals
 Dialogues for Manuscript Writing .................................33
 How to Teach Cursive Writing .......................................35
 Cursive Capital Letters ..................................................36
 How to Teach the YesPhonics™ Program .....................37
 Dialogue for Dictating Phonograms
 Dialogue for Single Letter Phonograms ........................38
 Dialogue for Phonogram Sheets Coloring & Handout ..39
 Dialogue for Multi-Letter Phonograms .........................40
 Phonogram Sound Sequences and Captions List .........41
 How to Teach Spelling ....................................................44
 Think to Spell
 Spelling Rule 29 ..............................................................45
 Vowels in Unstressed Syllables
 Dialogue for One-Syllable Spelling Words
 Students Dictate New Words .........................................46
 Dialogue for Spelling in Syllables
 Dialogue for Think to Spell ............................................47
 How to Teach Word Markings ........................................48
 Spelling Rules Chart .......................................................49
 Spelling Rules for the First Sound of Vowels ................50
 Syllables & Suffixes “De-Mystified” ...............................51
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Phonics for English
Teaching Materials
Manuscript Writing
Letter Formation
Letter formation is very precise. Two motifs are the basis for all of the letters: circles and
straight lines.
Phonograms a-z
Teach manuscript writing with the phonograms a-z (1-26). Teach only lowercase letters.
Teach the capital letters as they are needed. This is less confusing and eliminates the
problem of interspersing lowercase and capital letters. Use: Dialogues for Manuscript
Writing
Beginners and Reversals
Teach the circle letters first to beginners and students with reversal tendencies. Sequence
the alphabet letter flash cards as follows: a, c, d, f, g, o, s, qu, b, e, h, i, j, k, l, m, n, p, r, t, u,
v, w, x, y, z.
Always Supervise
Supervise writing until the letters and numbers are formed exactly. Beginners learn to
write from left to right, in the direction that we read. Practice writing the single letters
close together across the page, as in writing a story with a space before and after the multiletter phonograms. Fill the page with margins on both sides. Teach good habits from the
beginning. Very young students may skip lines until they can write neatly on all of the
lines. Do not write on the back of the paper.
Backward Retracing
Do not allow backward retracing other than when it is in the dialogue for forming the
letter. Do not allow the scattering of letters or numbers over a paper, as this can be the
unintentional, incorrect practice of making them backward or upside down. Also, don’t
allow the coloring of letters or numbers, as the intermixing of colored letters or number can
be confusing because color dominates form.
Lined Paper
Use only lined paper with 3/8 inch spaces and a dotted mid-line. The student should use 3/8
inch spacing without the mid-line as soon as they develop the fine motor skills to write
within the correct space. Using wider lines becomes drawing.
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Phonics for English
Pencil and Eraser
Use a good #2 pencil. Remove the eraser during practice session, X all mistakes (this will
cause the student to think before writing). Hold the pencil like a dart, without too firm of a
grip. Seat the student feet flat and elbows level with the writing surface.
Mistakes
Let no mistake stand! If letters are made incorrectly, they are also pictured incorrectly.
This is a serious cause of failure in both writing and reading. Always supervise the writing
until the letter is made exact. Correct the writing patterns of both child and adult with
manuscript writing. This will make the “brain connection” to printed material. Cursive
(connected) writing should not be taught to beginning or remedial students; it can be taught
or used later.
Dialogue to Teach the Circle and Circle Points 1-4
Explain: top line, mid-line, and baseline. Finger and pencil trace around the circle using the
dialogue below.
Say to the students as they follow the directions:
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

Begin at point 1.
Go up around the circle, touching the mid-line.
Go around the circle past points 2 and 3.
Go on around the circle, touching the baseline.
Go on up and around the circle, past point 4.
Go on up around the circle to point 1.
Beginners start with finger tracing
the circle through the dialogue:
Practice the 7 strokes used
in manuscript writing:
top line
mid-line
2
1
3
4
base line
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Single letters sit close together with a
space before and after the multi-letters.
Teaching Materials
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Teaching Material
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Alphabet Letters and Circle Points Marked
Capital Letters, Punctuation Marks and Numerals
Teach as needed.
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Letter Formation
Teach the circle letters first. Sequence the alphabet letters as follows:
a, c, d, f, g, o, s, qu, b, e, h, I, j, k, l, m, n, p, r, t, u, v, w, x, y, z.
a: Begin at 1, circle to
qu: Begin at 1, circle to
1, go down to the
baseline.
1. Go down below the
baseline almost to the
mid-line, put on a flag
(see u).
c: Begin at 1, circle
b: Begin almost at the
around to 4 and stop.
top line, go down to the
baseline, retrace to 2,
circle around to 3.
d: Begin at 1, circle
around to 1, go on up
almost to the top line,
retrace to the baseline.
e: Begin at 2, go
straight across to 1,
circle to 4.
f: Begin on the upper
circle 1, circle to 2, go
down to the baseline,
lift the pencil, cross.
h: Begin almost at the
top line, go down to the
baseline, retrace to 2,
circle to 1, go down to
the baseline.
g: Begin at 1, circle
around to 1, go down to
the lower circle 4, circle
to 3.
o: Begin at 1, circle to
1.
i: Begin at the mid-line,
go down to the baseline,
lift pencil, dot.
j: Begin at the mid-line,
go down below the
baseline to the lower 4,
circle to 3, lift pencil,
dot.
s: Begin at 1, circle to
2, slide over to 4, circle
to 3.
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Phonics for English
k: Begin almost at the
u: Begin at the mid-
top line, go down to the
baseline, lift pencil,
begin at the mid-line,
slant in to touch the
first line, slant out to
the baseline.
line, go down to 3, circle
to 4, go up to the midline, retrace to the
baseline.
l: Begin almost at the
top line, go down to the
baseline.
v: Begin at the midline, slant to the
baseline, slant up to the
mid-line.
m: Begin at the midline, go down to the
baseline, retrace to 2,
circle to 1, go down to
the baseline, retrace to
2, circle to 1, go down to
the baseline.
n: Begin at the midline, go down to the
baseline, retrace to 2,
circle to 1, go down to
the baseline.
p: Begin at the midline, go down below the
baseline almost to the
lower mid-line, retrace
to 2, circle to 3.
w: Write a double v.
x: Begin at the midline, slant to the
baseline, lift pencil,
begin at the mid-line,
slant back across the
first line to the
baseline.
y: Begin at the midline, go down to 3, circle
to 4, go up to the midline, retrace to 4 and
continue down to the
lower 4, circle to 3.
z: Begin at the midr: Begin at the midline, go down to the
base line, retrace to 2,
circle to 1.
line, go across the midline, slant to the
baseline, go across the
baseline.
t: Begin almost at the
top line, go down to the
baseline, lift pencil,
cross.
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Phonics for English
How to Teach Cursive Writing
The lowercase letters of connected writing should be taught only after the students can
print (write) well in manuscript. This can be after the New Year for second grade school
students or for Level Two students as they are ready.
All of the letters within a word in cursive writing are connected. The connected lines from
the end of one letter to the beginning of the next letter consist of five different kinds:
The upswing goes from the baseline up to the beginning of the
letter and may be short or tall.
The overswing goes from the baseline up and curves over to
begin at 1 on the circle.
The dip is a short ending to the letters b, o, v, and w. When
connecting these to the circle letters that begin at 1, use a
combination of the dip and the overswing to 1 on the circle.
The Alphabet in Cursive
Most cursive letters are fundamentally the same as manuscript letters. Only the
“connectors” need to be added. Letters b, e, f, k, r, s, and z are considerably different and
need more attention.
Vertical lines that begin at the top are drawn straight down. Any letters that go below the
baseline and curve back up cross at the underside of the baseline, at the point where the
down line crossed the baseline.
At the beginning of a word, the circle letters a, c, g, o and q still begin at the circle point 1,
but in a word, they will have an overswing from the previous letter.
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Phonics for English
To practice using the cursive stroke to connect letters, give the students a typed line of
letters; have them connect the letters as in cursive writing.
The letters below are in Arial, 20 pt, with a space between each letter:
abcdefghijklmnopqrstuvwxyz
abcdefghijklmnopqrstuvwxyz
After the students have practiced using the type-written letters, they should write the
manuscript letters and write over them with the cursive connecting lines and other changes
in e, r, s, w and z.
Once cursive has begun, don’t allow the students to use manuscript writing.
Cursive Capital Letters
Cursive capital letters are taught as they are used.
Beginning points for cursive capital letters:
Begin at circle point 1: A, C, E, O and Qu
Begin at the baseline: G, S, I and J
Begin below the top line: All other letters begin at the top
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Phonics for English
How to Teach the YesPhonics ™ Program
You will learn to teach:




Phonogram Flash Cards
Phonogram Sheets
Illustrated Keyword Captions for Coloring
Handouts with Dialogues
Elementary: Teach two to six phonograms each session (school day).
Other Students: Teach according to the student’s ability. See: Scope 2: Program for All
Levels/Grades, K-College/Other, p. 8 and Scope 27: Teaching the Levels and Grades and
Others, p. 15
Teach manuscript writing with the phonograms. Teach the circle letters first to beginners
and students with reversal tendencies. Copy the coloring/handout sheets, alphabet letters
1-26 (a-z), on single-sides, cut them in half and sequence the Phonogram Flash Cards as
below:
a, c, d, f, g, o, s, qu, b, e, h, I, j, k, l, m, n, p, r, t, u, v, w, x, y, z
See: Dialogue for Manuscript Writing, pp. 33-34
Multi-Sensory Method: Teach the phonograms and their keyword captions directly by using
the multi-sensory method of seeing, hearing and saying the phonogram’s sound sequence
and dialogue aloud while writing it from dictation.
The teacher demonstrates writing the phonogram (covers or erases) and dictates the
phonogram’s sound sequence and dialogue for the student to write the letter (phonogram).
Practice writing the phonogram several times until it is well learned. See: Dialogue for
Single-Letter Phonograms, p. 38
Teach the keyword caption (coloring/handout) right after or along with the phonogram. See:
Dialogue for Phonogram Sheets, Illustrated Keyword Captions for Coloring and Handouts,
p. 39
Sound Keys: Pronounce the names of the letters written alone: s (es). Pronounce the sounds
of the letters written within the slashes /s/ (sss). To prevent the “uh” (buh, cush, duh, puh)
sounds in consonant letters, hold your breath as the sound is said.
Dialogue for Dictating Phonograms
Define Phonograms
Say to the students, “the alphabet has 26 letters that say 45 sounds that we hear in English
speech. Each of the letters says one or more sounds. The letters also form “teams” – these
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Phonics for English
are called multi-letters – that say one or more sound. Both the single-letters and the multiletters are called phonograms. The definition of a “phonogram” is a letter or a set
combination of letters which represent one or more single “voiced” sounds in a word. We are
going to learn the 72 phonograms by their sounds, not by their letter names. If you already
know the letter names, that’s great! If you don’t we will learn them later.”
Phonogram Flash Cards
Use the phonogram card as a flash card. The big bold black letters(s) on the face of the card
is the phonogram to show the students.
From the back of the card:
SAY ALL of the sound sequences and dialogue between the black lines under the title. Here
is an example of the phonogram ow:
_______________________________
Teacher says-student repeats
“/ow/-/ō/
that we may use at the
end of English words.”
_______________________________
Saying all of the dialogue each time is important because it’s the phonogram’s
identification. The beginning students may not understand all of it, but that’s okay. No
explanation is needed at this time.
Note: The words in parentheses at the top of the phonogram card are the sound keys, they
are not taught to the students except in the keyword caption.
Dialogue for Single-Letter Phonograms
Don’t forget – the sound sequence and dialogue is the name of the phonogram.
T stands for teacher, and S stands for students. Follow this dialogue:
T: Shows the phonogram card “a” and says, “We call this phonogram the /ă/-/ā/-/ah/, say the
/ă/-/ā/-/ah/.”
S: Say aloud and together: “/ă/-/ā/-/ah/.”
T: “The phonogram /ă/-/ā/-/ah/ has three sounds, depending on the word in which it is used.
The /ă/ is the most often used sound. The /ā/ is the second most used sound, and the /ah/ is
the least used sound. Let’s repeat the sounds of the /ă/-/ā/-/ah/ together.”
S: Say aloud and together: “/ă/-/ā/-/ah/.”
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Phonics for English
T: The teacher says and writes, “This is how we write /ă/-/ā/-/ah/. Begin at 1, circle to 1, go
down to the baseline
a
. Now, tell me how to write /ă/-/ā/-/ah/.”
S: Say aloud and together: “Begin at 1, circle to 1, go down to the baseline.”
T: (Teacher writes
a
covers or erases it.) The teacher says, “Say the /ă/-/ā/-/ah/ as
you write it.”
S: “/ă/-/ā/-/ah/” and write
a
.
T: “Is your /ă/-/ā/-/ah/ the same as mine? Yes, you are doing fine!”
Dialogue for Phonogram Sheets Coloring & Handouts
The illustration with its phonogram sound sequence keyword caption is taught after its
phonogram. For beginners, the caption is to be understood orally. No spelling or writing!
Give the students a copy of the coloring/handout sheet.
The teacher says, “This is a picture that you may color (or other appropriate information).
On the bottom, it says “have a ball” – this will help us remember the sounds of the
phonogram. Each of the words has a sound like one of the sounds in the /ă/-/ā/-/ah/. Listen
as I say each word, and then tell me the sound that you hear.”
T: The teacher slowly blends the sounds of the keyword “have” and says, “/h/.../ă/…/v/.”
S: Say aloud and together: “Yes, I heard the first /ă/!”
T: “That’s correct! The teacher then says the keyword “a”, “/ā/.”
S: Say aloud and together: “I heard the word that says /ā/.”
T: The teacher says with enthusiasm, “Yes, very good!” and then slowly blends the word
“ball, /b/…/ah/…/l/.”
S: Say aloud and together, “Yes it’s the third sound, /ah/.”
T: The teacher is delighted, “Wonderful! Let’s say the keyword caption of /ă/-/ā/-/ah/
together.”
T&S: “Have a ball.”
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Phonics for English
Dialogue for Multi-Letter Phonograms
T: The teacher shows the “sh” #27, and says “This is phonogram /sh/ used at the beginning
of a word, and at the end of the syllable, but not at the beginning of any syllable after the
first one, except for the ending –ship.”
S: The students repeat aloud and together, “/sh/ used at the beginning……”
T: The teacher writes the phonogram sh and covers or erases it.
S: (The students do not copy.) Repeat “/sh/ used at the …....” as they write
sh. The students
dictate the phonogram back as the teacher writes it. (The teacher and students compare
their phonograms.)
T: The teacher says, “We underline the multi-letter phonograms, underlining causes us to
see the letters as a single sound.”
T&S: The teacher and students underline
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sh.
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Phonics for English
Phonogram Sound Sequences and Keyword Captions List
1. a /ă/-/ā/-/ah/
2. b /b/
3. c /k/-/s/
4. d /d/
5. e /ĕ/-/ē/
6. f /f/
7. g /g/-/j/
8. h /h/
9. i /ĭ/-/ī/-/ē/
10. j /j/
11. k /k/ tall-letter /k/
12. l /l/
13. m /m/
14. n /n/
15. o /ah/-/ō/-/ŭ/-/oo/
16. p /p/
17. qu /kw/
2
3
have a ball
bumblebee
2
cat in the city
daddy’s dragon
2
help me
funny face
2
goat and giraffe
hug 2
3
it’s a giant radio
jumping jack
king
lollipop
mammoth
noon
2
3
4
Ox over? Love to!
puppies
queen
Always write q with u.
18. r /r/
19. s /s/-/z/
20. t /t/
21. u /ŭ/-/ū/-/oo/
22. v /v/
23. w /w/
24. x /ks/
25. y /y/-/ĭ/-/ī/-/ē/
26. z /z/
roadrunner
2
Susie
teeter-totter
2
3
ducks use
output
valentine
wiggle worm
x-ray a fox
2
3
your gypsy can fly quickly
zebra at the zoo
27. sh /sh/ used at the beginning of a word (she), at the end of a syllable (fish es), but
not at the beginning of any syllable after the first one (nation), except for the ending
–ship
she fishes for friendship
28. ee /ē/ double ee always says /ē/
29. th /th/-/th/
peek
2
three of them
30. ay /ā/ 2-letter /ā/ that we may use at the end of English words
play sailboat
31. ai /ā/ 2-letter /ā/ that we may not use at the end of English words
play sailboat
32. ow /ow/-/ō/ that we may use at the end of English words
cowboy show
2
33. ou /ow/-/ō/-/oo/-/ŭ/ that we may not use at the end of2 English words
3
4
Say with action: /ow/-/ō/-/oo/-/ŭ/, /ow/ (sound), /ō/ (soul), /oo/ (youth), /ŭ/ (trouble)
34. aw /aw/ that we may use at the end of English words
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auto law
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Phonics for English
35. au /au/ that we may not use at the end of English words
auto law
36. ew /oo/-/ū/ that we may use at the end of English words
brew a few
37. ui /oo/-/ū/ that we may not use at the end of English words
fruit juice
38. oy /oy/ that we may use at the end of English words
noisy boy
39. oi /oi/ that we may not use at the end of English words
noisy boy
2
2
2
3
40. oo /oo/-/oo/-/ō/
foolish crook at the door
41. ch /ch/-/k/-/sh/
/ch/-/k/-/sh/ said gradually faster, it resembles a train
2
3
42. ng /ng/ used at the end of a word or syllable
(a nasal sound)
sing a long song
2
3
43. ea /ē/-/ĕ/-/ā/
eating bread is great
44. ar /ar/ the /ar/ of car
car
45. ck /k/ 2-letter /k/ used only at the end of a root word after a single vowel that says
/ă/-/ĕ/-/ĭ/-/ŏ/-/ŭ/
prick a pickle
2
3
46. ed /ed/-/d/-/t/ past tense ending
spotted, starred, striped
47. or /or/
form a sword
48. wh /wh/ (blow a feather off your palm)
whisper to whale
49. oa /ō/ 2-letter /ō/ that we may not use at the end of English words
toad on a boat
50. oe /ō/ 2-letter /ō/ that we may use at the end of English words
tiptoe
51. er /er/ the /er/ of
52. ir /er/ the /er/ of
53. ur /er/ the /er/ of
54. wor /er/ the /er/ of
55. ear /er/ the /er/ of
56. our /er/ the /er/ of
her
first
nurse
works (The wor = /w/-/or/, in most other words w before or makes or say /er/.)
early
journey
2
57. ey /ā/-/ē/ that we may use at the end of English words
they have the honey
58. ei /ā/-/ē/ that we may not use at the end of English words
their leisure
59. eigh /ā/ 4-letter /ā/
eight freight cars
60. ie /ē/-/ī/
piece of pie
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Phonics for English
61. igh /ī/ 3-letter /ī/
62. kn /n/ 2-letter /n/ used only at the beginning of a root word
night light
knight’s knockout
63. gn /n/ 2-letter /n/ used at the beginning and at the end of a root word gnat sign
64. wr /r/ 2-letter /r/ used only at the beginning of a root word
65. ph /f/ 2-letter /f/
don’t write wrong
photograph
66. dge /j/ 3-letter /j/ used only at the end of a root word after a single vowel that says
/ă/-/ĕ/-/ĭ/-/ŏ/-/ŭ/
hodge-podge
67. tch /ch/ 3-letter /ch/ used only at the end of a root word after a single vowel that says
/ă/-/ĕ/-/ĭ/-/ŏ/-/ŭ/
pitcher
68. ti /sh/ tall-letter /sh/ used at the beginning of any syllable after the first syllable
nation
69. si /sh/-/zh/ used at the beginning of any syllable after the first syllable
2
mansion excursion
70. ci /sh/ short-letter /sh/ used at the beginning of any syllable after the first syllable
special social
71. ough /ō/- /oo/, /uff/-/off/, /aw/-/ow/ 2
3
4
5
/ō/ (dough), /oo/ (through), /uff/ (tough), /off/ (trough), /aw/ (sought),
6
/ow/ (bough) Learn in pairs
72. gu /g/ of
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guilty guy
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Phonics for English
How to Teach Spelling
Spelling Notebook: A notebook with 3/8 inch lined paper and vertical column dividers has
been included in the program and is used for the Spelling Notebook. Make a light red pencil
line in the center for students that have not developed the fine motor skills to write within
the correct space.
Spelling Practice: Copy the three-line paper master. The students write the spelling words
from dictation on a practice paper, across left to right in the direction that we read.
Dictate for Spelling Notebook: Dictate the words for the students to write in columns in
their spelling notebooks. The vertical column divider acts as a guide for the second column.
Each section is titled and has its own page(s). The back of the page is not used. Carefully
erase and correct any errors. Spelling words are written in syllables. The students mark
their spelling words.
Call Out: After the words are written in the notebooks, “call out” the words for the students
to write on practice paper. The students should practice any problem words by dictating to
themselves.
Dictation Time: Dictation time is well spent; it eliminates the need for repetitious copying
of spelling words.
Permanent Record: The spelling notebook is a permanent record. It is used to make
sentences, paragraphs, and to help construct the worksheets. At the beginning of each
level/grade, the students start a new notebook and begin with Spelling Section A and go
through their level/grade sections.
See the Word: The students see the word as they write it. The word is not copied. The word
is sounded aloud and written. The teacher pronounces the word and makes a sentence. The
teacher repeats the word and dictates the word phonogram-by-phonogram, sound-by-sound,
and syllable-by-syllable. The students repeat the word aloud and say each sound of the
word/syllable that they hear as they write the word. After the spelling lesson is complete,
the class makes sentences using each of the spelling words.
Think to Spell
Worldwide English Spellings are relatively uniform, whereas speech is very diverse. We use
“Think to Spell” as a memory device, the word should be sounded and spelled the way it is
written; then say it the way that your culture says it. A common example that uses Think
to Spell is “been” – it is pronounced the way it is written in British speech, but is
pronounced “bin” in American speech.
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Phonics for English
Spelling Rule 29
Rule 29: Double consonants within multi-syllable words should both be sounded for
spelling. Examples: hap py; writ ten; sup pose; ar rest.
Vowels in Unstressed Syllables
In the rhythm of speech, vowels in unstressed syllables are often muffled and sound like
/uh/. This is called “schwa” and is shown in the dictionary as an upside down/backward e.
The vowel sounds in non-accented (schwa) syllables should be stressed and taught as they
are written. Unless we “think” the vowel as it is written, spelling will not be accurate. Both
the teacher and the students must practice precise pronunciation of each sound/syllable
written in spelling.
In the word “about” the a is unstressed, and we say “/uh/bout.” In spelling, the word is
written in syllables “ā bout.” The a is pronounced and written /ā/ (its second sound) at the
end of a syllable (Rule 4).
In the word “account” the a is unstressed and we say “/uh/count.” In spelling, the word is
written in syllables “ac count.” The a is pronounced and written with its first sound /ă/
because it is followed by a consonant in the same syllable. Both cs are sounded.
Some other examples of unstressed vowels that say /uh/ are: ago, agent, pencil, atom. The
schwa sound for u is the same as the stressed vowel. The schwa sound for o is so prevalent
that it has been added as the third sound of the sound sequence. /ah/ō/ŭ/oo/.
Reading Tip: Teach the student that if none of the vowel sounds work in a word, they
should try the schwa vowel sound /uh/.
Dialogue for One-Syllable Spelling Words
T: The teacher pronounces the word and makes a sentence. The teachers says, “Me, please
bring me the book.” The teacher dictates the word phonogram-by-phonogram. The teacher
says, “me, /m/-/ĕ/ē/, me.”
S: Say aloud and together, “/m/” and write m. The students say, “/ĕ/ē/”, and write e, me.
T: “Dictate the word back to me.”
S: The teacher writes the word “me” on the board as the students dictate the word aloud
together. The students say, “me, /m/-/ĕ/ē/, me.”
T: The teacher says, “Let’s check the spelling of our words.”
S: The students check/correct their words.
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Phonics for English
T: “Are they the same? me – Yes! Wonderful! Let’s underline the e because it says /e/ at
the end of a syllable.” No explanation is needed about syllables, just say the rule, syllables
will be taught later on. The teacher and students underline me.
After the spelling lesson is complete, the student with the teacher, will make sentences
using each word.
Students Dictate New Words
Soon the student may dictate a new word by its sounds. When more than one phonogram
may be used, the teacher listens carefully and prompts. For example, in the word “pick” as
the students are sounding and writing the phonograms, the teacher prompts on the sound
of /k/. The teacher says, “we use the two-letter /k/ at the end of a word after a single vowel
that says /ĭ/.” The students will know to use the –ck.
Note: Later in spelling, the entire phonogram dialogue does not need to be used to identify
the phonogram. The students will soon learn that “two-letter /k/” means to use the –ck.
Dialogue for Spelling in Syllables
T: The teacher says, “We will write the word “over”. Let’s say the word /ō/ ver and clap on
each syllable. How many syllables do you hear in the word /ō/ ver?”
S: Say aloud and together, “There are two syllables in the word /ō/ ver.”
T: The teacher makes a sentence and says, “/ō/ ver, I saw the ox jump over the fence.” The
teacher dictates the word and says “/ō/ ver, the first syllable says /ō/, /ah/ō/ŭ/oo/. The rule is:
The vowel o usually says /ō/ at the end of a syllable. Leave a space between syllables. The
second syllable says –ver, /v/-/er/, the /er/ of her. Say the rule and dictate the word aloud to
yourself as you write it.”
S: The students dictate the word and say and write, “/ō/ ver, the first syllable is o,
/ah/ō/ŭ/oo/,” (students write o). The rule is: The vowel o usually says /ō/ at the end of a
syllable. Leave a space. The second syllable says –ver, /v/ (students write v ) -/er/, the /er/ of
her” (students write er and pronounce the word o
ver.)
T: “Dictate the word “o ver” back to me as I write it on the chalkboard.” The teacher writes
the word syllable-by-syllable as the students dictate it. The teacher says, “Let’s mark our
words. We underline the o. Why?”
S: Say aloud and together, “the o says /ō/ at the end of a syllable.”
T: “We underline the /er/ of her. Why?”
S: Say aloud and together, “the /er/ of her is a multi-letter phonogram.”
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Phonics for English
T: The teacher says, “Let’s compare the spelling and markings of our words.
they the same? Yes! You are doing fine!”
o ver – are
The students make sentences using the word “over”.
Dialogue for Think to Spell
T: “We will spell the word “about”, /uh/ bout.” The teacher pronounces the word and makes
a sentence. “About, I saw about 10 ducks on the pond.”
The teacher explains, “In the rhythm of speech a vowel that is an unstressed syllable is
often muffled and sounds like /uh/. This is called “schwa”. The vowel /ā/ is schwa in the
word about. In Think to Spell, we stress the vowel to say /ā/ at the end of a syllable.”
T&S: The teacher asks, “How many syllables are in the word “/ā/ bout”?” The students
answer aloud together.
T&S: The teacher says, “Sound out aloud and write the word “/ā/ bout” syllable-by-syllable.”
The students say aloud, “/ā/ bout, the first syllable is /ā/ (sounds) /ă/-/ā/-/ah/, leave a space”
(writes a). The students say aloud, the second syllable is –bout (sounds) /b/” (writes b).
Sounds /ou/, etc.”
T&S: The teacher prompts, “ We use the /ow/ō/oo/ŭ/ not used at the end of an English word.”
The students say, “/ow/ō/oo/ŭ/ not used at the end of an English word” (writes ou). Sounds
“t” (writes t). a
bout.
T&S: The teacher says, “Pronounce the word “about” (/uh/ bout) as we do in our normal
speech.” The students pronounce /uh/bout aloud and together. The teacher says, “Dictate
the word /ā/ bout as I write it on the board.”
The students dictate and the teacher writes a
bout.
T: “Let’s mark the word /ā/ bout. We underline the /ā/. Why?”
S: “The a says /ā/ at the end of a syllable.”
T: “We underline the /ow/ō/oo/ŭ/. Why?”
S: “The /ow/ō/oo/ŭ/ is a multi-letter phonogram.” The teacher and students underline their
words a
bout.
T: “Let’s check the spelling and markings of our words and make sentences using the word
/uh/ bout.” The students check their words and compose sentences. The teacher says,
“Excellent! You are doing good work!”
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How to Teach Word Markings
Marking words causes students to analyze the word and respond with a kinesthetic action
that reinforces the correct spelling.
Level One, K-First Grade: The teacher tells the students which phonograms and words to
mark and says the rules for the markings.
Levels Two and Three, Second-Third Grade and Others: The teacher may ask the students
which phonograms and words to mark and have them say the rules.
Syllables: Rules generally apply to words in syllables.
Single Underline
1. Multi-letter phonograms (eight)
2. Single vowels at the end of a syllable that say: /ā/-/ē/-/ī/-/ō/-/ū/ (y=ī), (a corn, me, pi
lot, my, o ver, u nit)
x
3. The c, g, u, v before Silent Final Es (once3, barge3, true2, have2)
Double Underline
1. Silent letters (walk, lit tle4)
2. To emphasize the Rule 1-1-1 Suffixes (hop ping) and the Rule 2-1-1 Accent (begin
ning)
Bridge
A bridge is drawn from a vowel that says its second sound (letter name) over the consonant
to the Silent Final E (cane, job 1).
Numbers
2
1. Above a phonogram to show which sounds, other than the first sound, is used (bread,
3
3
2
great, ball, honey).
2. Except: Rule 2 (cent), Rule 3 (gym), Rule 4 (me), Rule 7 (make), Rule 19 (find, old).
3. Number 1 above a phonogram that may be mistaken for another phonogram
1
1
(very, sorry).
4. Number 2 above a single vowel that says its second sound and is not covered by any
2
2
rules (ancient, control).
5. To show the Silent Final E numbers, Rule 7 (blue2, have2, dance3, large3, lit tle4,
are5).
x
6. An x over a phonogram when it makes a different sound than usual (of).
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Phonics for English
Spelling Rules Chart
1.
2.
3.
4.
Q: Write q with u, the u is not a vowel here (queen).
3
2
C: The c says /s/ before e, i, or y (cent, ci ty, cy cle4).
G: The g may say /j/ before e, i, or y (gem, gi raffe, gym).
A, E, O, U: the a, e, o, u usually say /ā/-/ē/-/ō/-/ū/ at the end of a syllable (la zy, me,
go, u nit).
2
5. I & Y: The i and y may say /ī/ at the end of a syllable (si lent, cy cle4) but usually say
/ĭ/ (in ci dent, cy cli cal). The unaccented suffix –y may say /ē/ at the end of a word
3
3
(ba by, dad dy). The i at the end of a syllable before another vowel that begins the
3
3
next syllable may say /e/ (ra di o, me di a).
2
6. Y not I: The y, not the i, is used at the end of English words (try). English words do
not end in i, j, u or v.
7. Silent Final Es: They have at least five functions in English:
1) The final silent e is added to let the vowel say its second sound (letter name):
take, Pete, time, type, hope, cute, clothe, bathe.
2) English words do not end in u or v (true2, love2)
3) In words like “dance3”, and “large3” the e makes the c say /s/ and the g says /j/.
4) Part of the –le suffix (lit tle4). Every syllable has a vowel.
3
5) Odd Job E: dye5, are5, come5. Any not listed above.
8. WOR: The phonogram “or” may say /er/ after the w (works).
9. IE or EI: We use the ie most often. We use the ie to say /ē/ (piece3), as a suffix
2
4
2
(mov ie), to say /ī/ (pie). We use the ei to say /ā/ (their), to say /ē/ after c (de ceive2),
2
and in other words (lei sure).
10. SH: The /sh/ is used at the beginning of a word (she), at the end of a syllable/word
(fish/fish es), but not at the beginning of any syllable after the first one (na tion),
X
except for the ending –ship (friendship).
11. TI, SI, CI: The ti, si, ci say /sh/ at the beginning of any syllable after the first one
1
(na tion, man sion, spe cial).
2
12/13. SI: The si may say /sh/ (man sion) or /zh/ (excur sion). The si says /sh/ when the
preceding syllable ends with s (ses sion) and when the root word has an s (manse/man
sion).
14. Rule 1-1-1 Suffix: With a one syllable word ending in one vowel and one consonant,
double the last consonant before adding a vowel suffix (hop/hop ping).
15. Rule 2-1-1 Accent: With a two or more syllable word ending in one vowel and one
consonant, double the last consonant before adding a vowel suffix IF the accent is on
the last syllable (for got’/for got/ten).
16. E’s Dropping Rule (silent final Es are dropped):
 When adding a vowel suffix to a root word (hope/hoping).
 The e is retained in root words with c or g before e, the e can only be dropped
if the suffix begins with e, i, y (to let c say /s/, no tic ing) and g say /j/ (chang
ing). In suffixes that begin with another vowel, the e is retained (no tice2 a
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Phonics for English
ble4, change3 a ble4). The e is retained in words that lose their root word
character (dye5/dye5 ing).
 The e is retained with a consonant suffix (lone ly).
17. F, L, S: At the end of one-syllable words, following a single vowel, f, l, s are usually
doubled off (off, ball, miss).
18. AY: Root words do not end in the letter a saying /ā/ except for the article a. The ay is
used most often (play).
19. I & O: Vowels i and o may say /ī/ and /ō/ when followed by two consonants (find,
cold).
20. S, X & Suffix – es: To make most nouns plural, add –s. The s never follows x. Words
ending in s (dress es), x (box es), z (buzz es), ch (teach es), sh (bush es), tch (catch es) or
the sound /j/ dge (bridg es) form their plural by adding –es. Some words change f to v
and end with –es (wiv es). Words ending in y after a consonant form their plurals by
changing the y to i and adding –es (pup pies). See: Rule 24
21/22. L, Dismiss: The words all, full and till are written with one l when added to
3
3
another syllable (al ways, care ful, un til).
23. DGE, TCH: The dge and tch may be used only after a single vowel that says its first
sound /ă/-/ĕ/-/ĭ/-/ŏ/-/ŭ/. dge: badge, edge, bridge, lodge, fudge; tch: patch, sketch, stitch,
notch, crutch.
24. Y’s Suffixes: The single vowel y (not phonograms ay, ey or oy) changes to i when
2
2 2
3
2
adding a suffix (try/tried, pup py/pup pies) unless the suffix starts with an i (-ing /try
3
ing, -ish/ba by ish).
25. CK: The ck may be used at the end of a root word, after a single vowel that says /ă//ĕ/-/ĭ/-/ŏ/-/ŭ/ (back, peck, pick, pock et, truck).
26. Caps: Capitalize words that are the individual name or title of a person, place or
thing/idea.
27. Z & S: The z, never s, is used to say /z/ at the beginning of a root word (zebra, zoo).
28. ED: The ed says /d/ and /t/ as the past tense ending of any root word that does not
2
2
end in the sound /d/ (killed)
or /t/ (liked). When the ed says /ed/ after words ending with
3
d (land/land ed) or t (act/act ed) they form another syllable.
29. Double Consonants: Within multi-syllable words should both be sounded for spelling
3
(mam moth).
Spelling Rules for the First Sound Vowels
Vowels A, E, I, Y, O, U: The first sound of a vowel is called “short”. The term short is not
used when speaking to the student, use the sound as it is more direct.
Vowel Y: The first sound /y/ is a consonant. The /ĭ/ī/ē/ sounds are vowels; they are marked:
1. /ĭ/ – When the vowel is written within a syllable and is followed by a consonant, it
says its first sound, as in: trap, ten, fish, gym, dog, just.
2. /ī/ – When the vowel begins a word and has a consonant after it in the same syllable,
it says its first sound, as in: act, end, it, on, up.
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Phonics for English
3. /ē/ – The y at the beginning of a word is a consonant, as in yellow.
Syllables and Suffixes De-Mystified
It is important to understand that most syllables begin with consonants. Only a few “main
idea” words begin with vowels. Consider the word “conductor”; prefix –con, root –duct,
suffix –or. The suffix –or begins with a vowel, but it is not a syllable in its own right. It
becomes a syllable by borrowing a consonant from the end of the root –duct and becomes,
“con duc tor”.
Suffixes beginning with i followed by another vowel are even more striking, in the word
“production” with the suffix –ion, the t from the root –duct goes off with the suffix –ion and
is converted in the process in a /sh/ sound, “pro duc tion” (-ial, par tial). Most of our suffixes
begin with vowels; they routinely become syllables by removing the consonant from the end
of the root word to which they are added, forming a final syllable beginning with a
consonant.
An understanding of this is very helpful when learning the consonant doubling Rule 1-1-1
Suffixes, where by the Ps must be doubled in words like “hop/hop ping” and left single in
words like “hope/ hoping” and “jump/ jumping”. All the student needs to understand is the
simple rule that in two-syllable words, it takes two consonants between vowels to show that
the first vowel says its first sound, and one consonant between vowels to show that the first
vowel says its second sound (letter name).
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Phonics for English
Lesson Plans and Worksheets
























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


1: Consonants and Vowels ..............................................................................
2: Multi-Letter Phonogram Reference Chart ................................................
3: Syllables .......................................................................................................
4: Sentence .......................................................................................................
 Original Sentence
 Paragraph
5: Silent Final Es .............................................................................................
6: Nouns ...........................................................................................................
 Adjectives
7: Four Ways a Single Vowel Can Say A, E, I, Y=I, O, U ............................
8: Verbs.............................................................................................................
 Pronouns
 Prepositions
9: F, L and S Doubling Rule ..........................................................................
10: TI, SI and CI Says /SH/.............................................................................
11: I and Y Say E .............................................................................................
12: Plurals: Suffixes –S, ES ............................................................................
13: C and G Before E, I or Y ...........................................................................
14: Homonyms and Homographs ...................................................................
15: Es Dropping Rule ......................................................................................
16: Rule 1-1-1 Suffixes ....................................................................................
17: Six Spellings of ER ....................................................................................
18: ED– Past Tense Endings .........................................................................
19: Rule 2-1-1 Accent.......................................................................................
20: I and O Followed by Two Consonants .....................................................
21: L Dismiss Rule...........................................................................................
 Compound Words
22: OUGH “Wild” Phonogram Team ..............................................................
23: Y’s Exchange Rule .....................................................................................
24: Contractions Reference Chart ..................................................................
25: Comparative Words Reference Chart ......................................................
26: IE or EI Question ......................................................................................
27: Other Phonograms ....................................................................................
28: Word Analysis: Root with Rules Application ..........................................
53
55
57
59
61
63
65
67
69
71
73
75
77
79
81
83
85
87
89
91
93
95
97
99
101
103
105
108
Prefixes and Suffixes List ..................................................................................... 109
Extended Ayers Spelling Words Sections Directory ........................................... 110
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Lesson Plans and Worksheets
52
Phonics for English
Lesson Plan/Worksheet: 1
Sequence 5
Part 1: Consonants and Vowels
Dictate the consonant letters by their sound sequences from the lesson plan for the
students to write across their worksheets. Leave a space the size of the o between the
single-letter and multi-letter phonogram.
Part 1
b c d f g h j k l m n p qu r s t v w x y z
Dictate the vowel letters, for the students to write in the left (vertical) column, Part 1, on
their worksheets.
Part 1
Part 2
a
have2
a
e
help
me
i
it’s
gi3 ant
y
gyp sy
fly3
quick ly
o
ox
o ver
2
love2
u
ducks
use
2 2
out put
2
3
ball
2
2
2
3
ra di o
3
3
4
to
3
Vowel Y: The first sound /y/ of the letter y is a consonant and the /ĭ/ī/ē/ are vowel sounds.
They are marked /ĭ/-/ī/-/ē/.
Sequence 14
Part 2: Vowel’s Keywords (Captions)
Review the vowels from Part 1.
Review syllables from Lesson Plan/Worksheet 3.
Dictate the key words, Part 2, for the vowels (captions) form the lesson plan for the
students to write in syllables on their worksheets. They should underline the vowels and
mark the words.
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53
Phonics for English
Consonants and Vowels
Consonants
Part 2
Vowels
Part 1
Part 2
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54
Phonics for English
Lesson Plan/Worksheet: 2
Multi-Letter Phonogram Reference Chart
Sequence 9
Phonograms 27-56 (sh-our)
Dictate the multi-letter phonograms 27-56 (sh-our) from the lesson plan for the students to
write on their worksheets. Direct the students to write in the number of sounds that each
phonogram says if it is more than one.
sh
oi
er
ee
oo
ir
th
ch
ur
ay
ng
wor
ai
ea
ear
ow
ar
our
ou
ck
aw
ed
au
or
ew
wh
ui
oa
oy
oe
Sequence 24
Phonograms 57-72 (ey-gu):
Have the students enter the multi-letter phonogram 57-72 (ey-gu) onto their worksheets
following the same pattern as above.
ey
si
ei
ci
eigh
ough
ie
gu
igh
kn
gn
wr
ph
dge
tch
ti
This completes this Reference Chart.
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Lesson Plans and Worksheets
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Phonics for English
Multi-Letter Phonogram Reference Chart
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Lesson Plans and Worksheets
56
Phonics for English
Lesson Plan/Worksheet: 3
Syllables
Sequence 10
A syllable is a vowel sound and all of the consonants that are pronounced along with it.
Every syllable is a word “bite” spoken with each mouth opening. Pronounce some multisyllable words, when the concept is clear, by clapping (with the students) on each syllable.
Dictate the word “o ver” from Section D, for the students to write in their spelling notebooks
and in the number two space on their worksheet. See: Dialogue for Spelling in Syllables, p.
46
Section 34
Longer words are made by joining syllables together. Most words have only one root. The
exception is compound words that have two roots joined for a specific meaning, while all the
other syllables are prefixes or suffixes.
Dictate the words from the Spelling List in Section M, at “prêt ty” for the student to write
and mark on their worksheet. Search the spelling notebook and other sources for words
that may be added.
Division of Syllables
1.
2.
3.
4.
5.
6.
Single vowel (first sound) after the consonant.
Single vowel (letter name, second sound) after the vowel.
Two vowels sounded separately.
Compound words, between roots.
After prefixes, before suffixes.
Multi-letter phonograms remain together.
3
prêt ty
o ver
1
re al
rail road
3
re cov er
3 2
moth er
Three Kinds of Syllables
Root: The root supplies the word’s basic meaning. The root contains the central idea of the
word. A one-syllable word is a root with nothing added.
Prefix: The prefix is added before the root to alter its meaning.
Suffix: The suffix is added after the root to alter its meaning: See: Compound Words, p. 93
Prefix/root:
Root/suffix:
Prefix/root/suffix:
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en joy
4
joy ous
en joy ment
Lesson Plans and Worksheets
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Phonics for English
Division of Syllables
A syllable is a vowel sound and all of the consonants that are pronounced along with it.
Every syllable must have a vowel. The following is usually the way words are divided into
syllables:
1. Single vowel (1st sound) after the consonant:
2. Single vowel (2nd sound) after the vowel:
3. Two vowels sounded separately:
4. Compound words, between roots:
5. After prefixes, before suffixes:
6. Multi-letter phonograms remain together:
1.
2.
3.
4.
5.
6.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Three Kinds of Syllables
Root: The root is the syllable which supplies the word’s basic meaning.
Prefix: The prefix is a syllable added before the root to alter its meaning.
Suffix: The suffix is a syllable added after the root to alter its meaning.
Prefix/root:
Root/suffix:
Prefix/root/suffix:
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Phonics for English
Lesson Plan/Worksheet: 4
Sequence 11
Sentence
A sentence is a complete thought; words put together that make sense. The students have
been constructing oral sentences. This step of writing sentences using words from their
spelling notebooks is the prelude to writing original sentences.
Discuss the standard form. Say, “A sentence begins with a capital letter and ends with a
punctuation mark.” Teach the capital letters and punctuation marks as they are used.
Discuss the two parts of a sentence: “naming” and “telling”.
Search the spelling notebooks for words to make sentences. After the sentences are
constructed, the teacher will “call out” the words for the students to write in their spelling
notebooks. The students will then read their sentences aloud.
Sequence 17
Original Sentence
Students will now write two or three original sentences each session. Assist the students
with new words, only the part they cannot do. At various times, the students will write
original sentences on their worksheets for a reference. Generally, write sentences in the
spelling notebook.
Sequence 31
Paragraph
Review sentence, say: “A sentence is a complete thought. A paragraph is a group of related
thoughts.”
Format: A paragraph consists of several sentences about a single subject. The first sentence
is usually the “topic” sentence. Indent the first five spaces.
Pre-Writing Exercise: Choose an opening statement such as, “Cooking dinner is fun.” Ask
the students to name three things that are fun about cooking dinner. For Level One (K-first
grade), write down the words or phrases that they name. For Levels Two and Three
(second/third grade), the students should write their own thoughts. After listing these
ideas, help them group the ideas together in related ways.
Rough Draft: The rough draft is made to organize the thoughts and to correct spelling and
grammar.
Each student writes their original paragraph on their worksheet.
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Lesson Plans and Worksheets
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Phonics for English
Sentence and Paragraph
Sentence



Sentence: Words put together that make sense.
Standard form: A sentence begins with a capital letter and ends with a punctuation
mark.
Two parts of a sentence: Naming and Telling
Student’s Original Sentences:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Paragraph
A paragraph consists of several sentences about a single subject. The first sentence (topic
sentence) usually explains the subject.
Student’s Original Paragraph:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
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Lesson Plans and Worksheets
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Phonics for English
Lesson Plan/Worksheet: 5
Silent Final Es
Sequence 12
Teach the rules as the words are dictated for Part 1 from the spelling list in Section E. Have
students write and mark in their spelling notebooks and on their worksheets.
Explanations for Rule 7 – Silent Final Es in English, 1-5, Part 1:
1. time: The silent final e is added to let the vowel say its second sound (letter name):
take, Pete, time, type, hope, cute. (Some silent e words have two consonants between
the e and the vowel, as in clothe.) Draw a “bridge” from the vowel over the consonant
to the e (job 1). If more than one rule applies, as in the word five (job 2) mark only
job 1.
2. blue2, have2: English words do not end in u or v. The silent e keeps the word from
ending in u or v. Underline the u or v to show why the silent e is needed (job 2).
3. dance3, large3: The silent e lets the c say /s/ and the g say /j/. We use the –ge at the
end of English words; they do not end in j. Underline the c and g to show that they
are affected (job 3).
4. lit tle4: Part of the –le suffix. Every syllable must have a vowel. The l is not
underlined, as it may be used at the end of English words and is not otherwise
affected (job 4).
5. are5: Odd job e, any reason not covered above. Categories for job 5 are:
1
3
 To lengthen main idea words (dye5, where5, gone5, come5).
 To identify words, such as please5 (pleas), freeze5 (frees).
Sequence 22
Silent Final Es, Part 2
Dictate the words from the spelling list in Section I: gave2 a like for the students to write
and mark in their spelling notebook and worksheet. The students will search the spelling
notebooks to complete Part 2.
Part 3 will be completed in the Worksheet Completion Sequences for all levels.
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Phonics for English
Silent Final Es
The Silent Final Es have at least five functions in English:
1. time: The silent final e is added to let the vowel say its letter name (job 1).
2. blue2, have2: English words do not end in u or v (job 2).
3. dance3, large3: The c says /s/ because of the e (job 3).
The g says /j/ because of the e (job 3).
4. lit tle4: Every syllable must have a vowel.(job 4).
5. are5: Odd Job e, any reason not covered above (job 5).
Part 3: Add Silent Final e words from the spelling notebooks.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
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Lesson Plans and Worksheets
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Phonics for English
Lesson Plan/Worksheet: 6
Sequence 16
Nouns, Part 1
A noun is a word that is the name of a person, place or thing/idea (boy, water, Paris and
truth are all nouns). The students will search their spelling notebooks and each one will
make a list of their nouns.
Dictate the 12 nouns from the spelling list/lesson plan for the students to write on their
worksheets. Ask students to identify each word as a person, place or a thing/idea by writing
and marking them in the indicated column.
Person
man
boy
3 2
moth er
child
Place
2
school
street
land
sea
Thing/Idea
time
hand
ring
2
book
Ask the students to see if they can find these 12 nouns in their list of nouns. In levels two
and three, more nouns will be added to the worksheet.
Sequence 30
Nouns, Part 2
From the spelling notebooks, Spelling Section K, the students will search for nouns and
write them on their worksheets to complete this category on this Reference Chart. In levels
two and three more nouns will be added to the worksheet either by periodical searches or in
Worksheet Completion Sequences 45 and 47. More worksheets may be used.
Sequence 30
Adjectives
An adjective describes a noun or pronoun. Adjectives answer questions about nouns.
Which? How many? What kind? How much?
Levels one, two and three will search their spelling notebooks for adjectives that describe
the nouns on their worksheets and write them in the adjective columns before the nouns.
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Phonics for English
Nouns and Adjectives


A noun is a person, place or thing/idea.
Adjectives answer questions about nouns: Which? Why? What kind? How much?
Adjective
Person
Adjective
Place
Adjective
Thing/Idea
Adjective
Thing/Idea
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64
Phonics for English
Lesson Plan/Worksheet: 7
Four Ways a Single Sound Can Say A, E, I, Y, O, U
Sequence 19
The purpose of this worksheet is to review/learn rules 4, 5, 6, 7 and 19.
Teacher explains, “We will now learn four ways that vowels can say their second sound, the
names of their letters /ā/-/ē/-/ī/-/ō/-/ū/ and the y that says /ī/.”
Explain the rules, rule numbers are not taught. Dictate the words from the spelling list,
following Section H for the students to write and mark on their worksheets. After that is
completed, search the spelling notebooks for other words.
R-4: Vowels a, e, o, u usually say /ā/-/ē/-/ō/-/ū/ at the end of a syllable.
3
ba by
me
o ver
u nit
R-5: The i and y may say /ī/ at the end of a syllable, but usually says /ĭ/.
R-6: The y, not the i, is used at the end of English words.
2
2
pi lot
my
R-19: Vowels i and o may say /ī/ and /ō/ when followed by two consonants.
child
cold
R-7: Silent Final Es:
1. The silent e lets the vowel say its letter name (job 1).
2
make
Pete
time
type
hope
2. English words do not end in u (job 2).
Blue2
cute
All students will complete this worksheet for a Reference Chart in Worksheet Completion,
Level One, Sequence 37; Level Two, Sequence 45; Level Three, Sequence 47.
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65
Phonics for English
Four Ways a Single Vowel Can Say its Letter Name
/a/-/e/-/i/-/y/-/o/-/u/
The a, e, o, u usually say /ā/-/ē/-/ō/-/ū/ at the end of a syllable.
The i and y may say /i/ at the end of a syllable.
The y, not i, is used at the end of an English word.
The i and o may say /i/ and /o/ when followed by two consonants.
Silent Final e: The silent e lets the vowel say its letter name (job 1).
English words do not end in u (job 2).
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Lesson Plans and Worksheets
66
Phonics for English
Lesson Plan/Worksheet: 8
Sequence 20
Verbs
A verb expresses action or a state of being. Most verbs are action verbs. From the lesson
plan, call out the first seven action verbs. Action verbs:
go
see
run
time
make
say
3
come 5
Students write and mark them in the left column on their worksheets. Search the spelling
notebooks for verbs to complete the action verbs:
live2
tell
kill
ask
ran
get
led
call
play
3
love2
eat
lay
sit
eats
bring
Sometimes the action verbs need helpers. Call out the helping verbs for the students to
2
4
write and mark in their column: has
do
can
will
have2 had
must
Call out the being verbs for students to write and mark in their column:
2
is
am
be
are5
3 2
was
The students will write sentences using the verbs and words from their spelling notebooks
or other sources.
Sequence 23
Pronouns
A pronoun takes the place of a noun. There are subject pronouns (the one doing) and object
pronouns (the one receiving). Call out the subject pronouns: I you he she it we they
and the object pronouns: me you him her it us them , for the students to write and mark
them on their worksheets.
The students will write sentences using the pronouns and words from their spelling
notebooks or other sources.
Sequence 26
Prepositions
A preposition shows the relationship between a noun or pronoun and some other word. Call
2
4
3 X
4
out the prepositions: at by on o ver in to up a bout of for in to out af ter for
the students to write and mark them on their worksheets. The students will write
sentences using the prepositions and words from their spelling notebooks or other sources.
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Lesson Plans and Worksheets
67
Phonics for English
Verbs – Pronouns – Prepositions
Verb: A verb expresses action or a state of being. They are: action, helping and being. Most
verbs are action verbs.
Pronoun: A pronoun takes the place of a noun. They are: subject and object.
Preposition: A preposition shows the relationship between a noun or pronoun and some
other word.
pronouns-subject
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pronouns-object
prepositions
prepositions
Lesson Plans and Worksheets
68
Phonics for English
Lesson Plan/Worksheet: 9
Sequence 25
F, L and S Doubling Rule
R-17: At the end of one-syllable words, following a single vowel, f, l and s are usually
doubled (off, ball, miss).
You have been teaching this rule with the spelling words. The purpose of this chart is to
reinforce the rule.
Spelling Section J: Dictate the word “off” from Section J for the students to write in their
spelling notebooks and on their worksheet. The students will then search their spelling
notebooks in Spelling Sections A-I for single vowel words with endings of ff, ll and ss. The
teacher will call out these words for the students to write and mark on their worksheets.
After these words are completed, the other words from Section J may also be written in the
spelling notebooks and on the worksheets.
Other Words: Say, “At the end of one-syllable words following a single vowel, f, l and s are
usually doubled. Occasionally, some letters are doubled this way.”
Dictate the words from Section J: add odd egg buzz for the students to write and mark
in their spelling notebooks and on their worksheets in the “other” column.
Levels two and three may occasionally add these words to the worksheets that are found in
their spelling notebooks and during the Worksheet Completions Sequences 45 and 47.
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Lesson Plans and Worksheets
69
Phonics for English
F, L and S Doubling Rule
At the end of one-syllable words, following a single vowel, f, l and s are usually doubled.
ff
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ll
ss
other
Lesson Plans and Worksheets
70
Phonics for English
Lesson Plan/Worksheet: 10
SH, TI, SI and CI Say /SH/
Sequence 25
R-10: The phonogram sh says /sh/. The sh is used at the beginning of a word, at the end of a
syllable (or word), but not at the beginning of any syllable after the first one, except for the
ending –ship.
Dictate the words from Spelling Section J: ship she fish for the students to write and
mark in their spelling notebooks, and in the sh column of their worksheet. Completion of
the sh words will begin the Worksheet Completion Sequence 37.
Sequence 39
See: Syllables and Suffixes De-Mystified, p. 51, for a better understanding of the ti, si and ci
phonograms.
1
R-ll: The phonograms ti (na tion), si (man sion), ci (spe cial) say /sh/ at the beginning of any
syllable after the first one.
2
R-12/13: The si may say /sh/ (man sion) or /zh/ (excur sion). The si says /sh/ when the
preceding syllable ends with s (ses sion) and when the root word has an s (manse/man sion).
Level Two
Dictate the words from Spelling Section O for the student to write and mark in their
spelling notebooks and in the appropriate columns on their worksheets.
quest
3
ques tion
3
na tion
ob ject
3
ob jec tion
3
man sion
2 3
ex cur sion
e lect
3
e lec tion
di rect
3
di rec tion
1
spe cial
Levels Two and Three
Other ti, si and ci words will be found in Spelling Sections O-Z and may be occasionally
entered in the appropriate columns and at the completion of each level in the Worksheet
Completion Sequences 45 and 47.
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Lesson Plans and Worksheets
71
Phonics for English
SH, TI, SI and CI Say /SH/
The ti, si and ci say /sh/ at the beginning of any syllable after the first one.
The si may say /sh/ or /zh/. The si says /sh/ when the preceding syllable ends with s and
when the root word has an s.
sh
ti
si
ci
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Lesson Plans and Worksheets
72
Phonics for English
Lesson Plan/Worksheet: 11
I and Y Say E
Accents around the English speaking world vary. Students need to understand the
interchangeable relationship between the i and y. English words do not end in i. We use the
y as a stand-in vowel.
Sequence 18
Suffix – Y Says E
Until recently, most dictionaries classified the unaccented suffix –y as /ĭ/ (first sound).
Currently, American language dictionaries consider it to be /ē/ sound (second sound, letter
name). Many programs using this method have added /ē/ (letter name) as the third sound to
phonograms i and y.
The –y in question is always unaccented at the end of words like: lady, happy, pretty, envy,
hobby, angry, dirty, hurry, icy, baggy, victory.
R-5: The unaccented suffix –y may say /ē/ at the end of a word.
3
3
Dictate the words ba by du ty from Spelling Section H for the students to write and mark
in their spelling notebooks and on their worksheet. The teacher prompts at suffix –y and
says “Use the /y/-/ĭ/-/ī/-/ē/.” The students search the spelling notebooks for words to add to
their worksheets.
I Says E
R-5: When the phonogram i comes before another vowel, it does not usually form a team
(multi-letter phonogram) with the second vowel. Instead, the i is at the end of one syllable,
and the other vowel begins its own syllable. If the i is part of a suffix, it is unstressed, and it
sounds like –y in funny.
3
Dictate the word ra di o from Spelling Section H for the students to write and mark in their
spelling notebooks and on their worksheets. These words are not found in level one spelling
sections.
3
3
3
3
4
3
4
3
3
Other words, such as: me di a, pe ri od, pa tri ot, fur i ous, var i ous, ra di us, me di um, may
be dictated for levels two and three in the Worksheet Completion Sequences 45 and 47.
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Lesson Plans and Worksheets
73
Phonics for English
I & Y Say E
The unaccented suffix –y may say /ē/ at the end of a word.
The i at the end of a syllable before another vowel that begins the next syllable may say /ē/.
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Lesson Plans and Worksheets
74
Phonics for English
Lesson Plan/Worksheet: 12
Plurals: Suffixes –S and –ES
Sequence 18
R-20, Plurals, Suffix –s, Part 1: To make most nouns plural, add an –s. The most common
way to make a noun plural is by just adding an –s.
Dictate the words from the spelling list in Section H for the students to write and mark in
their spelling notebooks and on their worksheets.
cat – cats
dog – dogs
tree – trees
ap ple4 – ap ple4s
Students search their spelling notebook for words that may have the suffix –s added; the
derivatives will be written with its root word.
Sequence 29
R-20, Plurals, Suffix –es, Part 2: Change F to V; add –es. Words often end with an /f/ sound.
In some words when an ending is added, the /f/ sound is changed to a /v/ sound (wife/wives).
In other words we don’t change the sounds or the spelling (cliffs, roofs).
Dictate the words from the spelling list in Section K for the students to write and mark in
their spelling notebooks and on their worksheets.
wife
2
wives
half
2
halve2s
Words may be added in Worksheet Completion Sequences 37, 45 and 47.
Sequence 33
R-20, Plurals, Suffix –es, Part 3: To make words plural that end in an o, s, x, z, ch, sh, tch
or the sound of /j/ (dge), add –es.
Dictate the words from the spelling list in Section L for the students to write and mark in
their spelling notebooks and on their worksheets.
2
hero-he roes
2
march-march es
2
press-press-es
2
dash-dash es
2
fox-fox es
2
watch-watch es
2
quiz-quiz zes
2
ridge-ridg es
Other words in the spelling notebook may have the suffix –es added; write the derivative
with its root word. Add words in Worksheet Completion Sequences 37, 45 and 47.
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Lesson Plans and Worksheets
75
Phonics for English
Plurals: Suffixes -S and –ES
Part 1
To make a noun plural, add s.
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Lesson Plans and Worksheets
76
Phonics for English
Lesson Plan/Worksheet: 13
C and G before E, I or Y
Sequence 29
R-2:
The c says /s/ before e, i or y (city, cent, cycle).
The c usually says /k/ (can, cold, come).
Make a list or chart of words that say both the /k/ and /s/ sounds; some words have both
sounds. Pronounce the words and have the students identify the /k/ or the /s/ sound(s) in the
words. Discuss the rule; which of the letters e, i or y lets the word say the /s/ sound.
Examples: cent, city, cycle, celery, cut, candy, cymbal, cinnamon, cat, cross, climb, cypress,
cyclone.
Dictate the words from the spelling list in Section K for the student to write and mark in
their spelling notebooks and on their worksheets.
cent
R-3:
3
cit y
2
cy cle4
The g may say /j/ before e, i or y (gem, giant, gyp).
The g doesn’t always say /j/ before e, i or y (get, girl).
Otherwise, the g says /g/ (good, got, gold).
Make a chart of words that say both the /g/ and /j/ sounds; some words have both sounds.
Pronounce the words and have the students identify the /g/ or /j/ sound(s) that they hear.
Discuss the rule when the word says the /j/ sound. Examples: get, game, giant, gym, gentle,
gypsy, gem, dog, hungry, gyp, ginger, gigantic, gift, girl, give, ragged, together, age,
suggest, orange.
Dictate the words from the spelling list in Section K for the students to write and mark in
their spelling notebooks and on their worksheets.
gem
2
gi ant
gyp
Many of these words belong to Silent Final E (job 3): The silent e lets the c say /s/ and the g
say /j/. We use the –ge at the end of English words; they do not end in j.
Search the spelling notebooks or any source for the c and g words for all the categories to
add to the worksheets. Words may also be added in the Worksheet Completion Sequences
37, 45, and 47.
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Lesson Plans and Worksheets
77
Phonics for English
C and G before E, I or Y
c usually says /k/………………and………………g usually says /g/
g says /g/ before e, i and y
c says /s/ before e, i and y …………………..………g may say /j/ before e, i and y
c says /s/ before Silent Final e (–ce)
g says /j/ before Silent Final e (–ge)
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Lesson Plans and Worksheets
78
Phonics for English
Lesson Plan/Worksheet: 14
Homonyms and Homographs
Sequence 29
Homonyms
Homonyms are words that sound alike, but have different meanings and usually different
spellings.
Dictate the words from the spelling list in Section K for the students to write and mark in
their spelling notebooks and on their worksheets.
3
boor
bore
Homographs
Homographs are words that have the same spelling as another word, but have a different
meaning and are sometimes pronounced differently.
Dictate the words from the spelling list in Section K for the students to write and mark in
their spelling notebooks and on their worksheets.
lead
2
lead
led (homonym)
Students will search their spelling notebooks or any source for more homonyms and
homographs to add to their worksheets.
These words may be added in Worksheet Completion Sequences for Level One: 37; Level
Two: 45; and Level Three: 47.
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Lesson Plans and Worksheets
79
Phonics for English
Homonyms and Homographs
Homonyms
Homonyms are words that sound alike, but have different meanings and usually a different
spelling.
Homographs
Homographs are words that have the same spelling as another word, but have a different
meaning and sometimes are pronounced differently.
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Lesson Plans and Worksheets
80
Phonics for English
Lesson Plan/Worksheet: 15
E’s Dropping Rule
R-16, Silent Final e words are written: Drop the e when adding a vowel suffix. The e is
retained in root words with a c or g before the e; the e can only be dropped if the suffix
begins with e, i, or y (to let the c say /s/ and g say /j/). If the suffix begins with any other
vowel, the e is retained. In words that would lose their root word character, the e is
retained. The e is retained for consistent suffixes.
Sequence 29
Dictate the words from the spelling list in Section K for the students to write and mark in
their spelling notebooks and on their worksheets. Silent Final e words are written without
the e when adding a vowel suffix.
3
come5
3
com ing
2
ease5
2
3
eas y
The students will search their spelling notebook for Silent Final e words that may have a
vowel suffix added to them. Write the word and its derivative on the worksheet; write the
derivative with its root in the spelling notebooks.
Sequence 36
Dictate the words from the spelling list after Section N for the students to write and mark
in their spelling notebooks and on their worksheets.
When adding a vowel suffix to root words with a c or g before the Silent Final e, the e can
only be dropped if the suffix begins with e, i, or y.
no tice3
no tic ing
If the suffix begins with any vowel (not e, i, or y) the e must be retained.
change3
change3 a ble4
In words that would lose their root word character, the e is retained.
2
2
dye5
dye5 ing
When adding a suffix beginning with a consonant, the e is retained.
3
lone
lone ly
The students search for words in their spelling notebooks and choose a suffix for each of
them and write the word and its derivative on their worksheets; write the derivative with
its root in the spelling notebook.
Level two and three students may occasionally add words to their worksheet and in the
Worksheet Completion Sequences 45 and 47.
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Lesson Plans and Worksheets
81
Phonics for English
E’s Dropping Rule
Silent Final e words are written without the e when adding a vowel suffix.
When adding a vowel suffix to root words with a c or g before the Silent Final e, the e can
only be dropped if the suffix begins with e, i, or y.
If the suffix begins with any other vowel (not e, i, or y) the e must be retained.
When adding a vowel suffix to Silent Final e words that would lose their root word
character, the e is retained.
When adding a suffix beginning with a consonant, the e is retained.
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Lesson Plans and Worksheets
82
Phonics for English
Lesson Plan/Worksheet: 16
Rule 1-1-1 Suffixes Learning Reference Chart
Sequence 32
R-14, Rule 1-1-1 Suffixes: With a one syllable word ending in one vowel and one consonant,
double the last consonant before adding a vowel suffix.
Dictate the root words for the first column for the students to write and mark. Discuss and
dictate the suffixes and derivatives for each word to be written.
run
shop
red
get
big
mud
bit
drug
-er
-ed
-ish
-ing
-est
-y
-en
-ist
run ner
3
shop ped
red dish
get ting
big gest
3
mud dy
bit ten
drug gist
Dictate the root words. Discuss and dictate the suffixes and derivatives.
The x is composed of two consonant sounds /ks/, the last consonant is not doubled when
adding a vowel suffix:
box
fix
2
-es
-ing
2
box es
fix ing
Dictate the root words. Discuss and dictate the suffixes and derivatives.
The last consonant is not doubled when adding a consonant suffix.
dog
man
-s
-ly
dog s
man ly
The students search the spelling notebooks for Rule 1-1-1 words to which suffixes may be
added. Write the word and derivative on the worksheets; write the derivative with its root
in the spelling notebooks. More worksheets or the Word Analysis Worksheet 28 may be
used.
Words may be added in the Worksheet Completion Sequences for Level One: 37; Level Two:
45; and Level Three: 47.
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Lesson Plans and Worksheets
83
Phonics for English
Rule 1-1-1 Suffixes Learning Reference Chart
With a 1 syllable word ending in 1 vowel and 1 consonant, double the last consonant before
adding a vowel suffix.
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Lesson Plans and Worksheets
84
Phonics for English
Lesson Plan/Worksheet: 17
Six Spellings of ER
Sequence 8
Phonograms 51-56 (er-our)
After teaching the er, ir, ur, wor, ear and our phonograms, dictate the phonograms from the
lesson plan for the students to write on their worksheets and in their spelling notebooks.
Sequence 33
Dictate each of the phonogram’s keywords for their caption from the spelling list in Section
L for the students to write and mark under its phonogram on their worksheets.
her
first
nurse5
works
3
ear ly
2
jour ney
the /er/ of her
the /er/ of first
the /er/ of nurse5
the /er/ of works
3
the /er/ of early
2
the /er/ of journey
Search the spelling notebooks in reverse for all of the “er” words to be dictated for the
students to write on their worksheets.
The /er/ of her is the most often used phonogram in English. Choose root words (when
available) rather than suffixes as in “farm er” for this column.
Margaret Bishop (ABCs and All Their Tricks) analyzed 20,000 words and found 2,063 /er/,
247 /ur/, 114 /ir/, 51 /wor/, 49 /our/ and 31 /ear/ root words.
In Worksheet Completion 37, 45 and 47, dictate the “our” words from the lesson plan for the
students to complete their Reference Charts.
cour age
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nour ish
glam our
4
court e ous
ad journ
Lesson Plans and Worksheets
85
Phonics for English
Six Spellings of ER
wor
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wor
ear
our
Lesson Plans and Worksheets
86
Phonics for English
Lesson Plan/Worksheet: 18
ED – Past Tense Endings
Sequence 33
R-28, ED: The ed says /d/ and /t/ as the past tense ending of any root word that does not end
2
3
in the sound /d/ (killed) or /t/ (liked). When the –ed says /ed/ after words ending with d
(land/land ed) or t (act/act ed), they form another syllable.

Words that end in d form another syllable when suffix –ed is added.
(end ed, add ed, band ed, word ed, head ed, mind ed)

Words that end in t form another syllable when the suffix –ed is added.
(plant ed, post ed, rest ed, part ed, print ed, start ed, light ed)

Words say /d/ when the suffix –ed is added if the final letter is b, g, j, l, m, n, ng, r,
th, v, z, or zh.
2
2
2
3
2
2
2
2
2
2
2
2
(formed, buzzed, aged, called, billed, filled, mailed, burned, cleared, spelled, clothed)

Words say /t/ when the suffix –ed is added if the final letter is: ch, f, k, p, s, sh, or th.
3
3
3
3
3
3
3
3
3
3
(missed, backed, helped, worked, hoped, glassed, camped, passed, tracked, watched,
3
3
3
3
dashed, pushed, walked, wished)
Dictate the words from the spelling list in Section L for the students to write and mark in
their spelling notebooks and on their worksheets.
land – land ed
2
form – formed
3
push – pushed
Students will search the spelling notebooks for words that may have the suffix –ed added
and write and mark them with root words in the spelling notebooks and on their
worksheets.
Words may be added in the Worksheet Completion Sequences for Level One: 37; Level Two:
45; or Level Three: 47.
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Lesson Plans and Worksheets
87
Phonics for English
ED – Past Tense Endings
The –ed says /d/ and /t/ as the past tense ending of any root word that does not end in the
sound /d/ (killed) or /t/ (liked). When the –ed says /ed/ after words ending with d (land/land
ed) or t (act/act ed), they form another syllable.
words say /ed/
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words say /d/
words say /t/
Lesson Plans and Worksheets
88
Phonics for English
Lesson Plan/Worksheet: 19
Rule 2-1-1 Accent Learning Reference Chart
Sequence 34
R-15, Rule 2-1-1 Accent: With a two or more syllable word ending in one vowel and one
consonant, double the last consonant before adding a vowel suffix, IF the accent is on the
last syllable.
How to Identify the Accented Syllable
1. Prefixes and suffixes are not accented.
2. The root word is usually the accented syllable.
3. The vowel sound of the accented syllable is usually more true to sound, not
schwa (con trol’).
4. The second syllable, Silent Final e –le4 suffix, is not accented.
5. Use the dictionary.
From the spelling list in Section M, for Rule 2-1-1 Accent Learning Reference Chart, dictate
all of the accented root words in the first column. Discuss and add the vowel suffixes and
derivatives to be written and marked on the worksheets. Continue in the same manner
with the unaccented words, vowel suffixes and derivatives and the accent word with a
consonant suffix and derivative. (These words may also be added to the spelling notebooks.)
be gin’
ad mit’
ac quit ’
oc cur’
for got’
trans mit’
re gret’
com mit’
ex cel’
-ing
-ed
-al
-ence3
-en
-er
-ed
-ee
-ent
be gin ning
ad mit ted
ac quit tal
oc cur rence3
for got ten
trans mit ter
re gret ted
com mit tee
ex cel lent
2nd syllable not accented with a vowel suffix:
en ter
-ing
en ter ing
trav el
-er
trav el er
2+ syllables with a consonant suffix:
3
3
com mit’
-ment
com mit ment
Search the spelling notebooks or other sources for more Rule 2-1-1 accent words in the
Worksheet Completion Sequences 45 and 47.
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Lesson Plans and Worksheets
89
Phonics for English
Rule 2-1-1 Accent Learning Reference Chart
With a 2 or more syllable word ending in 1 vowel and 1 consonant, double the last
consonant before adding a vowel suffix IF the accent is on the last syllable.
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Lesson Plans and Worksheets
90
Phonics for English
Lesson Plan/Worksheet: 20
I and O Followed by Two Consonants
Sequence 34
R-19, Vowels I and O: The vowels i and o may say /ī/ and /ō/ when followed by two
consonants. (We say may because they may not.)
You have taught this rule in Sequence 19: Four Ways a Vowel Can Say A, E, I, O, U (LW7). You have been teaching the rule with the spelling words. The purpose of this chart is to
expand and reinforce this rule.
From the spelling list in Section M, dictate these words for the students to write in their
spelling notebooks and on their worksheets.
mind
hold
The students will then search to find these words in their spelling notebooks or other
sources. Dictate the words they find for them to write on their worksheets.
Example Words
Clues, look for words ending in: -ind, -ign, -ild, -imb
The i may say /ī/ when followed by two consonants:
find, kind, mind, be hind, sign, de sign, re sign, child, mild, climb
Clues, look for words ending in: -old, -olt, -olk, -ost, -oth
The o may say /ō/ when followed by two consonants:
old, told, gold, roll, hold, bold, scold, colt, bolt, yolk, folk, most, host, post, ghost, both
To reinforce this rule, level two and three may occasionally search their spelling notebooks
for words to add to their worksheets. At Worksheet Completion Sequences 45 and 47, the
students will search their spelling notebooks or other sources for more words to complete
their worksheets.
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Lesson Plans and Worksheets
91
Phonics for English
I and O Followed by Two Consonants
-ind, -ign, -ild, -imb
-old, -olt, -olk, -ost, -oth
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Lesson Plans and Worksheets
92
Phonics for English
Lesson Plan/Worksheet: 21
L Dismissal Rule
Sequence 35
R-21/2, L Dismiss: The words “all, full and till” are written with one l when added to
another syllable.
From the spelling list in Spelling Section N, dictate the following words for the students to
write and mark in their spelling notebooks and on their worksheets.
3
al so
3
3
al most
2
al ways
3
hope ful
3
cup ful
un til
3
all right
3
all wrong
Discuss: “All right” and “all wrong” are two separate words and they are not compound
words. (However, alright is found in the American dictionary.)
The students will search their spelling notebooks and other sources for words that may
have these prefixes or suffixes added to them. Dictate the words they find for them to write
and mark with their root words in the spelling notebooks and on their worksheets.
Level two and three students may occasionally search their spelling notebooks and in
Worksheet Completions Sequence 45 and 47 to add more of these words to their
worksheets.
3
3
2
3
3
4
2
3
3
3
3
3
Examples: al though, al ready, al to geth er, will ful, thank ful, for get ful, hope ful, rest ful,
3
3
3
3
3
3
3
3
3
help ful, fruit ful, care ful, fear ful, watch ful, truth ful, re gret ful, e vent ful, use ful,
5
3
2
3
3
3
3
3
3
thought ful, mourn ful, waste ful, du ti ful, wrong ful, beau ti ful, aw ful
Compound Words
Compound words: Combine two or more root words to alter their meaning.
3
Dictate the word some5thing from Section N for the students to write and mark in their
spelling notebooks and on their worksheets.
The students will then search their spelling notebooks or other sources for various root
words that may be combined. Dictate the words to be written and marked on their
worksheets.
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93
Phonics for English
L Dismiss Rule
The words all, full and till are written with one l when they are added to another syllable.
all
full
till
All right and all wrong are separate words; they are not compound words.
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94
Phonics for English
Lesson Plan/Worksheet: 22
OUGH “Wild” Phonogram Team
Sequence 34
The phonogram ough is a team that represents many different sounds. Students should be
advised to sound the consonants of the word accurately and allow the context to suggest the
appropriate vowel sound.
Learn in pairs:
2
/ō/ (dough) – /oo/ (through)
3
4
/uff/ (tough) – /off/ (trough)
5
6
/aw/ (sought) – /ow/ (bough)
5
5
From the spelling list in Section M dictate the words bought brought for the students to
write and mark in their spelling notebooks and worksheets.
The students will fill in the ough in the blanks to complete the story. The students may
mark the ough words in the story.
This is the entire list of words containing the ough phonogram.
though
dough
brought
borough
through
drought
wrought
fought
furlough
cough
bough
thought
thorough
ought
sought
rough
bought
enough
toughen
doughty
although
besought
doughnut
tough
bethought
roughen
thoughtful
thoughtless
throughout
slough (oo)
slough (uff)
forethought
overwrought
thoroughbred
thoroughfare
afterthought
thoroughgoing
Levels two and three: In Worksheet Completion Sequences 45 and 47 give the students a
copy of these ough words to mark. This will be a study of their construction.
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Lesson Plans and Worksheets
95
Phonics for English
OUGH “Wild” Phonogram Team
Enter and mark the ough phonograms. Draw a picture.
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Lesson Plans and Worksheets
96
Phonics for English
Lesson Plan/Worksheet: 23
Y’s Exchange Rule
Sequence 35
R-24, Y’s Suffixes: The single vowel y (not the phonogram ay, ey, oy) changes to i when
adding a suffix (try/tried), unless the suffix starts with an i (-ing, -ish). The y is a stand-in
vowel for i, the stand-in is no longer needed.
These words with a single vowel –y are found in Spelling Section L, M, and N. Teach this
chart to level one with the words “copy, try, cry” in Section N.
3
2
cop y
2
cop ies
try
2
tries
2
cop ied
3
cop y ing
2
tried
2
2
try ing
cries
2
cried
2
2
cry ing
3
ear li er
ear li est
ear li ness
bod y
3
bod i ly
3
ar mies
cry
ear ly
3
2
2
bod ies
2
ar my
3
prêt ty
2
2
prêt ti er
3
read i er
2
1
3
car ri er
1
3
read y
car ry
sor ry
3
his to ry
3
2
read i est
1
car ried
sor ri er
1
sor ri est
his tor ic
his to ri an
2
stud y
prêt ti est
stud ies
1
2
1
2
stud ied
3
prêt ti ly
2
read i ness
3
prêt ty ing
2
3
read y ing
1
car ry ing
sor ri ness
1
sor ri ly
his tor i cal
his tor i cal ly
car riage
1
1
3
3
3
3
stud y ing
Levels two and three: Periodically add more of these words or words from Sections O-Z to
this worksheet and in Worksheet Completion Sequences 45 and 47.
ay: pay, pay ing, pay a ble4, pay ee, pay er; play, play er, play ing
2
2
ey: mon ey, mon eys or mon ies
oy: de stroy, de stroy er, de stroy ed, de stroy ing
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97
Phonics for English
Y’s Exchange Rule
The single vowel y (not the phonograms ay, ey, oy) changes to i when adding a suffix, unless
the suffix starts with an i (-ing, -ish).
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Lesson Plans and Worksheets
98
Phonics for English
Lesson Plan/Worksheet: 24
Contractions Reference Chart
Sequence 36
This is a reference chart for contractions. The students need to know contractions.
Show the students some examples: teach the “apostrophe”, show the students how and
where to write it.
Say, “The apostrophe takes the place of omitted letters.”
Help the students write the words, from the spelling list after Section N or from the lesson
plan on their worksheets.
Work from the words to the contractions and back from the contractions to the words.
Contractions Reference Chart
do not = don’t
does not = doesn’t
did not = didn’t
will not = won’t
can not = can’t
is not = isn’t
was not = wasn’t
were not = weren’t
has not = hasn’t
have not = haven’t
had not = hadn’t
I am = I’m
he is = he’s
it is = it’s
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you are = you’re
they are = they’re
are not = aren’t
I have = I’ve
you have = you’ve
we have = we’ve
they have = they’ve
I would = I’d
you would = you’d
we would = we’d
I will = I’ll
he will = he’ll
you will = you’ll
we will = we’ll
they will = they’ll
who is = who’s
what is = what’s
where is = where’s
here is = here’s
there is = there’s
Lesson Plans and Worksheets
99
Phonics for English
Contractions Reference Chart
word
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contraction
word
contraction
Lesson Plans and Worksheets
100
Phonics for English
Lesson Plan/Worksheet: 25
Comparative Words Reference Chart
Sequence 36
This reference chart involves more grammar than spelling. It is provided because students
need to know how to form and when to use degrees of adjectives.
Dictate the words from the spelling list after Section N or from the lesson plan for the
students to write on their worksheets.
Comparative Words Reference Chart
big
big ger
2
2
big gest
2
low
low er
low est
old
old er
old est
kind
kind er
kind est
hot
hot ter
hot test
true2
tru er
tru est
long
long er
long est
eas i er
eas i est
hap pi er
hap pi est
good
bet ter
best
bad
worse5
worst
3
eas y
3
hap py
2
3
great
3
great er
3
great est
Levels two and three: Occasionally students may search their spelling notebooks and in the
Worksheet Completion Sequences 45 and 47 for words to add to this reference chart.
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Lesson Plans and Worksheets
101
Phonics for English
Comparative Words Reference Chart
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Lesson Plans and Worksheets
102
Phonics for English
Lesson Plan/Worksheet: 26
IE or EI Question
R-9, IE or EI: We use the ie most often. We use the ie to say /ē/ (piece3), as a suffix (movie),
2
2
to say /ī/ (pie). We use the ei to say /a/ (their), to say /e/ after c (deceive2) and in other words
2 x
(leisure).
Sequence 35
From the spelling list in Section N, dictate the words for the students to write and mark in
their spelling notebooks and worksheets.
piece3
2
x
pie
4
friend
2
mov ie
2X
their
leisure
2
ceil ing
X
3
feist y
X
for eign
The students will search their spelling notebooks or outside reading material for the ie and
ei words that may be dictated for them to write and mark on their worksheets. (Note: words
with eigh are not ei words.)
The ie says /ē/: chief, field, thief, priest, shield, niece3, grief, fierce3, yield, tier, wield, shriek,
4
pierce3, be lieve2, re lief, (unstressed /uh/, mis chie vous)
The ie says /ē/ (suffix): brown ie, col lie, prair ie, cool ie, eer ie, lad die, las sie, gen ie, rev er
ie, cal or ie, cad die, bir die, me nag er ie
2
2
2
2
2
2
X
The ie says /ī/: lie, tie, die, un tie, neck tie, mag pie (Except: ie says /ĕ/, friend; ie says /ĭ/
X
sieve2.)
4
The ei says /ā/: veil, heir, reign, beige3, heir ess, hei nous, skein sheik, sur veil lance3, rein
deer
2
2
2
2
2
The ei says /ē/: ei ther, nei ther, seize5, weir, weird
2
2
2
2
2
The ei says /ē/ after c: ceil ing, re ceipt, de ceive2, per ceive2, re ceive2
X
3
X
X
X
The ei says /ī/: feist y, stein, seis mo graph, ka lei do scope
X
X
X
X
The ei says /uh/ (schwa) in unstressed syllables: for eign, sov er eign, for feit, coun ter feit
At the Worksheet Completion Sequences 45 and 47, dictate more of the ie and ei words to
fill in this worksheet for a reference chart.
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Lesson Plans and Worksheets
103
Phonics for English
IE or EI Question
We use the ie most of the time.
ie says /ē/
ie says /ī/
except: ie says /ĕ/ and /ĭ/
ie suffixes
We use the ei less often.
ei says /ē/ after c
ei says /ī/
ei is schwa, says /uh/ (unstressed syllable)
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Lesson Plans and Worksheets
104
Phonics for English
Lesson Plan/Worksheet: 27
Other Phonograms
A “phonogram” is either one letter or a set combination of letters that
represent one or more “voiced” sounds in a given word.
Sequence 39
From the spelling list in Section P, dictate the following words for the students to write and
mark in their spelling notebooks and worksheets.
2
3
3
3
beau
beau ty
beau ti ful
daugh ter
naugh ty
x
2
2
taught
laugh
laugh ter
ghost peo ple4
Level three: Spelling Section U (noted in the spelling list)
scene
scen er y3
sci ence3
2
2
scis2 sors
de scend
de scent
Level three: Spelling Section W (noted in the spelling list)
cor dial
3
cor dial ly
2
sol dier
eu /oo/-/ū/: neu tral, ma neu ver, Eu rope, pneu mo ni a, li eu ten ant, rheu mat ic
2
2
qu /k/: bou quet, mos qui to, an tique2, con quer
3
3
3
gh /g/: ghast ly, ghost, ghet to, ghoul, ghoul ish
3
rh /r/: rhyme, rhy thm, rhyp so dy, rhine stone, rhu barb
aigh /a/: straight
pn /n/: pneu mat ic, pneu mo nia
ps /s/: psalm, pseu do, psy che, psy chot ic
x /z/: xy lo phone, xe rox, xe non
mb /m/: lamb, thumb, plumb er, climb
mn /m/: col umn, sol emn, hymn, au tumn
2
eo /ĕ/-/ē/: leop ard, peo ple4
3
yr /r/: syr up, lyr ic, mar tyr, pyr a mid, tyr an ny
Levels two and three: Occasionally students may search their spelling notebooks or other
sources to add the other phonograms to this chart.
In the Worksheet Completion Sequences 45 and 47, more words for these phonograms may
be dictated from the lesson plan for the students to write and mark on their worksheets.
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Lesson Plans and Worksheets
105
Phonics for English
Other Phonograms
A “phonogram” is either one letter or a set combination of letters that
represent one or more “voiced” sounds in a given word.
Work on other phonograms in Worksheet Completion Sequences 45 and 47.
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Lesson Plans and Worksheets
106
Phonics for English
Other Phonograms
di /j/
Work on Other Phonograms in Worksheet Completion Sequences 45 and 47.
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Lesson Plans and Worksheets
107
Phonics for English
Lesson Plan/Worksheet: 28
Word Analysis: Root Words with Rules Application
Root + Prefix
Root + Suffix
E’s Dropping
Y’s Exchange
Rule 1-1-1
Rule 2-1-1
L Dismiss
EI Words
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Lesson Plans and Worksheets
108
Phonics for English
Prefixes and Suffixes List
Prefixes
antibidisexhemiinintermicromonononparaperiprepostresemisubsupertranstriununderuni-
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Vowel Suffixes
-able
-age
-al
-ance
-ancy
-ant
-ar
-arium
-ation
-ary
-ed
-ee
-er
-en
-ence
-ency
-ent
-es
-ess
-est
-ible
-ice
-ie
Vowel Suffixes
-ing
-ior
-ish
-ist
-ity
-or
-ory
-ous
-ure
-ive
-y
Consonant Suffixes
-dom
-ful
-fy
-hood
-less
-ly
-ment
-ness
-s
-tion
-ward
Lesson Plans and Worksheets
109
Phonics for English
Extended Ayres Spelling Words
Table of Contents
Level One .....................................................................................................................112
Spelling Word Sections A-N
Level Two ....................................................................................................................161
Spelling Word Sections O-R
Level Three ..................................................................................................................180
Spelling Words Sections S-Z
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Extended Ayres Spelling Words
110
Phonics for English
Extended Ayres Spelling Word List Explanations
R: Rules: The rules are taught in the “sequences” with the lesson plans and worksheets.
When an “R” is listed with a word, say the rule and dictate the word to write in the spelling
notebooks. (Rule numbers are not taught.)
LW: Teacher’s Lesson Plan and Student’s Worksheet: The LW is taught in the sequences.
“Sequences” in the Spelling List: The spelling words are not entered onto the worksheets at
the end of each spelling lesson. When the “sequence” appears in the spelling list, use the
lesson plan in the Teacher’s Manual and worksheet (reproducible master) with the
indicated (section) word(s) coordinated with the sequence number that is listed on the
lesson plan. Some lesson plans and worksheets are used in more than one sequence. Some
words are duplicated in the spelling list for clarification with derivatives.
TTS: Think to Spell: See: Dialogue for Think to Spell
Explanations for the Teacher: Rules, Lesson Plan/Worksheet (LW) numbers, dictation tips
and markings are to be given when the sound(s) may be used in more than one phonogram.
Repetitive information not noted.
Student Sees the Word: The student sees the word as they write it from dictation. The
words are written in syllables and are marked.
Students Sound Out: The teacher pronounces the word. The student always say (sound out
aloud) the words and syllables as they write them.
Abbreviations in Spelling List
LW=Lesson Plan/Worksheet
CW=Compound Word
HH=Homonym/Homograph
EW=English Word/s
R= Rule
Divisions
Level one: Kindergarten, first grade and all other students
Level two: Second grade and all other students
Level three: Third grade and all other students
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Extended Ayres Spelling Words
111
Phonics for English
Level One (Sections A-N)
Kindergarten – Sections A-G
First Grade – Sections A-N
Others – Sections A-N for K-Adult, Review and Remedial
Sequence 5: LW-1, Part 1, Vowels and Consonants
Section A (Sequence 6)
me
R-4
LW-7
4
Use the /ĕ/ē/ that may say /ē/ at the end of the
syllable. Explanation of syllables is not needed.
do
Use the /ah/ō/ŭ/oo/.
and
Use the /ă/ā/ah/.
go
R-4
LW-7
Use the /ah/ō/ŭ/oo/. The o says /ō/ at the end of the
syllable.
at
Use the /ă/ā/ah/.
on
Use the /ah/ō/ŭ/oo/.
a
R-4
LW-7
2
is
she
The a says /ā/ at the end of the syllable, in reading
the unaccented (schwa) /uh/ is usually said.
Use the /ĭ/ī/ē/ and the /s/z/.
R-10
LW-10
Use the /sh/ at the beginning of a word and the e that
says /ē/ at the end of a syllable.
can
Use the /ă/ā/ah/.
see
Use the double ee.
ran
run
Use the /ă/ā/ah/.
Use the /ŭ/ū/oo/.
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Extended Ayres Spelling Words
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Phonics for English
Section B (Sequence 6)
2
the
R-4
LW-7
in
Use the /th/-/th/ and the /ĕ/ē/. TTS: Say /ē/ at the end
of the syllable. In reading, say /uh/.
Use the /ĭ/ī/ē/.
so
R-4
LW-7
Use the /s/z/ and the /ah/ō/ŭ/oo/.
The /ō/ says /ō/ at the end of a syllable.
no
R-4
LW-7
Use the /ah/ō/ŭ/oo/. The o says /ō/ at the end of the
syllable.
now
Use the /ow/-/ō/ that we may use at the end of EW.
man
Use the /ă/ā/ah/.
ten
tan
tin
ton
Use the /ĕ/ē/.
Use the /ă/ā/ah/.
Use the /ĭ/ī/ē/.
Use the /ah/ō/ŭ/oo/. TTS: Accent the o and say /ah/.
bed
Use the /ĕ/ē/.
top
Use the /ah/ō/ŭ/oo/.
he
R-4
LW-7
Use the /ĕ/ē/ that says /ē/ at the end of the syllable.
Section C (Sequence 7)
Use the /ow/ō/oo/ŭ/ that we may not use at the end of
EW. You and thou are two of the few words that end
in u.
3
you
will
R-17
LW-9
At the end of a one-syllable word, following a single
vowel, the l is doubled. TTS: Say both ls.
we
R-4
LW-7
Use the /ĕ/ē/ that says /ē/ at the end of a syllable.
an
2
my2
Use the /ă/ā/ah/.
R-6
LW-7
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Use the /y/ĭ/ī/ē/. The y not the i is used at the end of
EW.
Extended Ayres Spelling Words
113
Phonics for English
up
Use the /ŭ/ū/oo/.
last
Use the /ă/ā/ah/ and the /s/z/. Use the s not the c, R-2
shows that c would say /k/.
not
Use the /ah/ō/ŭ/oo/.
us
Use the /ŭ/ū/oo/ and the /s/z/.
am
Use the /ă/ā/ah/.
2
Use the /oo/oo/ō/.
good
R-19
LW-20
old
The o says /ō/ when followed by two consonants.
bad
Use the /ă/ā/ah/.
red
Use the /ĕ/ē/.
3X
of (ov)
Not phonetic. The x shows a different sound.
Sequence 8: LW-17, Six Spellings of ER
er
ir
ur
wor
ear
our
Sequence 9: LW-2, Multi-Letter Phonogram Reference Chart
sh
oi
er
ee
oo
ir
th
ch
ur
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ay
ng
wor
ai
ea
ear
ow
ar
our
ou
ck
aw
ed
au
or
ew
wh
ui
oa
oy
oe
Extended Ayres Spelling Words
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Phonics for English
Section D (Sequence 10)
R-4
LW-7
be
Use the e that says /ē/ at the end of a syllable.
Use the /ŭ/ū/oo/.
but
2
this
Use the /th/th/, the /ĭ/ī/ē/ and the /s/z/.
must
Use the /ŭ/ū/oo/ and the /s/z/.
Use the /ă/ā/ah/. The sound of a may be altered before
the l. At the end of one-syllable words, following a
single vowel, the l is usually doubled. TTS: Say both
ls.
R-17
LW-9
3
all
your
Use the /ow/ō/oo/ŭ/ that we may not use at the end of
EW. You is the root of your.
out
Use the /ow/ō/oo/ŭ/ that we may not use at the end of
EW.
2
Sequence 10: LW-3, Syllables
Use Dialogue for Spelling in Syllables
o ver
4
in to
may
4
to day
CW
LW-21
In in, use the /ĭ/ī/ē/. In to, use the /ah/ō/ŭ/oo/.
R-18
Root words do not end in the letter a saying /ā/ except
for the article a. The 2-letter /a/ that we may use at
the end of EW is used most often.
R-18
CW-LW-21
In to, use the /ah/ō/ŭ/oo/. In day, use the 2-letter /a/
that we may use at the end of EW.
him
2
Use the /ĭ/ī/ē/.
look
Use the /oo/oo/ō/.
did
Use the /ĭ/ī/ē/.
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Extended Ayres Spelling Words
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Phonics for English
Sequence 11: LW-4, Sentence
had
Use the /ă/ā/ah/.
six
Use the /ĭ/ī/ē/ and the /ks/, the x has two sounds.
2
book
Use the /oo/oo/ō/.
Section E (Sequence 12)
Sequence 12: LW-5, Part 1, R-7, Silent Final Es
1. time
Students say the sounds for time. “Use the /ĭ/ī/ē/ and the silent e
that lets the i say /ī/ (job 1).”
2. have2
Students say the sounds for have. “Use the /ă/ā/ah/, and the silent
e that keeps the word from ending in v. English words do not end in v
(job 2).”
2. blue2
Students say the sounds for blue. “Use the /ŭ/ū/oo/ and the silent
e that keeps the word from ending in u. English words do not end in u
(job 2).”
3. dance3
Students say the sounds for dance. “Use the /ă/ā/ah/, the /k/s/ and
the silent e that lets the c say /s/ (job 3).”
3. large3
Students say the sounds for large. Say, “Use the /ar/ of car, the /g/j/
and the silent e that lets the g say /j/” (job 3).
4. lit tle4
Students say the sounds of the syllables for lit tle. “In lit, use the
/ĭ/ī/ē/. In tle, sound the /t/ and use the –le suffix, every syllable must
have a vowel (job 4).”
5. are5
Students say the sounds for are. “Use the /ar/ of car and the silent
/ĕ/ē/.” Odd job e, any reason not covered above (job 5).
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Extended Ayres Spelling Words
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Phonics for English
R-24
Use the /oy/ that we may use at the end of EW. The y,
not the i, is used at the end of EW.
by
R-6
LW-7
Use the /y/ĭ/ī/ē/. The y, not the i, is used at the end of
EW.
like
R-7
LW-5
Use the /ĭ/ī/ē/, the tall-/k/ and the silent e that lets the
i say /ī/ (job 1).
boy
2
Section F (Sequence 13)
make
R-7
LW-5
Use the /ă/ā/ah/, the tall-/k/ and the silent e that lets
the a say /ā/ (job 1).
trace
R-7
LW-5
R-2, LW-13
Use the /ă/ā/ah/, the /k/s/ and the silent e that lets the
a say /ā/ (job 1) and lets the c say /s/ (job 2).
Mark only job 1.
school
The word school has four phonograms. Use the /s/z/,
the /ch/k/sh/, the /oo/oo/ō/ and the /l/.
street
Use the double ee.
2
kill
R-17
LW-9
Use the tall-/k/ and the /ĭ/ī/ē/. At the end of a onesyllable word, following a single vowel, the l is
usually doubled. TTS: Sound both ls.
late
R-7
LW-5
Use the /ă/ā/ah/ and the silent e that lets the a say /ā/
(job 1).
live
R-7
LW-5
Use the /ĭ/ī/ē/ and the silent e that lets the i say /ī/
(job 1) and keeps the word from ending in the v (job
2). Mark only job 1.
live2
R-7
LW-5
Use the /ĭ/ī/ē/ and the silent e that keeps the word
from ending in the v (job 2).
let
Use the /ĕ/ē/.
big
bag
beg
bog
bug
Use /ĭ/ the first sound of vowel i.
Use /ă/ the first sound of vowel a.
Use /ĕ/ the first sound of vowel e.
Use /ŏ/ the first sound of vowel o.
Use /ŭ/ the first sound of vowel u.
say
R-18
www.yesphonics.com
Use 2-letter /ā/ that we may use at the end of EW.
Extended Ayres Spelling Words
117
Phonics for English
Sequence 14: LW-1, Part 2, Vowels Keywords
Part 1
a
e
i
y
o
u
Part 2
have2
help
it’s
gyp sy
ox
ducks
2
a
2
me
2
gi ant
2
fly
2
o ver
2 2
use
3
ball
ra di o
3
quick ly
3
love2
3
out put
4
to
Section G (Sequence 15)
3 2
moth er
3
come5
LW-17
In moth, use the /ah/ō/ŭ/oo/ and /th/th/. In er, use the
/er/ of her.
R-7
LW-5
Use the /ah/ō/ŭ/oo/ and the silent e (job 5).
hand
Use the /ă/ā/ah/.
ring
Use the /ĭ/ī/ē/ and the /ng/. Be sure to say /i/-/ng/. The
–ng is a nasal sound.
three
Use the /th/th/ and the double ee.
land
Use the /ă/ā/ah/.
cold
R-19
LW-20
Use the /ah/ō/ŭ/oo/. The o may say /ō/ when followed
by two consonants.
Use the /ah/ō/ŭ/oo/.
hot
child
R-19
L-20
Use the /ch/k/sh/ and the /ĭ/ī/ē/. The i may say /ī/
when followed by two consonants.
get
R-3
LW-13
Use the /ĕ/ē/. The g may say /g/ before the e.
ice
R-7
LW-5
R-2, LW-13
Use the /ĭ/ī/ē/ and the silent e that lets the i say /ī/
(job 1) and lets the c say /s/ (job 3). Only mark job 1.
play
R-18
Use 2-letter /ā/ that we use at the end of EW.
see
sea
LW-14
HH
Use the double ee.
Use the /ē/ĕ/ā/.
www.yesphonics.com
Extended Ayres Spelling Words
118
Phonics for English
Sequence 16: LW-6, Part 1, Nouns
Person
man
boy
3 2
moth er
child
Sound to spell /m/ă/n/.
Use the /oy/ used at the end of EW.
Use the /ah/ō/ŭ/oo/ and the /th/th/. Use the /er/ of her.
Use the /ch/k/sh/ and i that says /ī/ when followed by two consonants.
Place
2
school
street
land
sea
Use the /s/z/, the /ch/k/sh, the /o o/oo/ō/ and the l.
Use the /s/z/ and the double ee.
Sound to spell /l/ă/n/d/.
Use the /s/z/ and the /ē/ĕ/ā/.
Thing/Idea
time
hand
ring
2
book
Use the silent e that lets the i say /ī/ (job 1).
Sound to spell /h/ă/n/d/.
Use the /ĭ/-/ng/.
Use the /oo/oo/ō/ and the tall-letter /k/.
Sequence 17: LW-4, Original Sentence
Section H (Sequence 18)
day
R-18
Use 2-letter /ā/ that we may use at the end of EW.
eat
Use the /ē/ĕ/ā/.
sit
Use the /ĭ/ī/ē/.
lot
Use the /ah/ō/ŭ/oo/.
box
The x says /k/s/.
be long
R-4
LW-7, LW-21
3
door
3
floor
www.yesphonics.com
In be, use the e that says /ē/ at the end of a syllable.
In long, use the /ah/ō/ŭ/oo/ and /ng/.
Use the /oo/oo/ō/.
Use the /oo/oo/ō/.
Extended Ayres Spelling Words
119
Phonics for English
yes
Use the /ĕ/ē/ and the /s/z/.
2
low
Use the /ow/ō/ that we may use at the end of EW.
soft
The o may also say its first sound /ah/ when followed
by two consonants.
stand
Use the /s/z/ and the /ă/ā/ah/.
yard
Use the /ar/ of car.
bring
Say, /ĭ/-/ng/.
ask
Use the /ă/ā/ah/, and the /s/z/ and the tall-/k/.
tell
R-17
LW-9
law
five
3
ball
Use the /ĕ/ē/. At the end of one syllable words,
following a single vowel, the l is usually doubled.
TTS: sound both ls.
Use the /aw/ that we may use at the end of EW.
R-7
LW-5
R-17
LW-9
Use the /ĭ/ī/ē/ and the silent e that lets the i say /ī/
(job 1) and keeps the word from ending in v (job 2).
Mark only job 1.
Use the /ă/ā/ah/. At the end of one syllable words
following a single vowel, the l is usually doubled.
TTS: sound out both ls.
Use the /ŭ/ū/oo/ and the /s/z/.
just
way
R-18
Use 2-letter /ā/ that we use at the end of EW.
home
R-7
LW-5
Use the /ah/ō/ŭ/oo/ and the silent e that lets the o say
/ō/ (job 1).
Use the /ŭ/ū/oo/ and the /ch/k/sh/.
much
3
call
R-17
LW-9
long
www.yesphonics.com
Use the /ă/ā/ah/. At the end of one syllable words,
after a single vowel, the l is usually doubled. TTS:
sound out both ls.
Use the /ah/ō/ŭ/oo/ and the /ng/.
Extended Ayres Spelling Words
120
Phonics for English
3
love2
R-7
LW-5
2
then
house5
Use the /ah/ō/ŭ/oo/ and the silent e that keeps the
word from ending in v (job 2).
Use the /th/th/ and the /ĕ/ē/.
R-7
LW-5
year
Use the /ow/ō/oo/ŭ/ that we may not use at the end of
EW, the /s/z/ and the silent e (job 5).
Use the /ē/ĕ/ā/.
4
Use the fourth sound of /ah/ō/ŭ/oo/.
to
I
R-26
2
The pronoun I is always capitalized. Teach the
capital letters as they are needed.
as
Use the /ă/ā/ah/ and the /s/z/.
send
Use the /ĕ/ē/.
x
one5
R-7
LW-5
2
has
3
some5
One is not phonetic. It is spelled o, n, e. In reading,
say won (job 5).
Use the /ă/ā/ah/ and the /s/z/.
R-7
LW-5
Use the /s/z/, the /ah/ō/ŭ/oo/ and silent e (job 5).
if
Use the /ĭ/ī/ē/.
how
Use the /ow/ō/ that we use at the end of EW.
her
LW-17
2
them
3 2
oth er
Use the /er/ of her.
Use the /th/th/ and the /ĕ/ē/.
LW-17
led
www.yesphonics.com
In oth, use the /ah/ō/ŭ/oo/ and the /th/th/. In er, use
the /er/ of her.
Use the /ĕ/ē/.
Extended Ayres Spelling Words
121
Phonics for English
lay
R-18
Use 2-letter /ā/ that we use at the end of EW.
ran
run
Use the /ă/ā/ah/.
Use the /ŭ/ū/oo/.
men
man
Use the /ĕ/ē/.
Use the /ă/ā/ah/.
for
Use the /or/, o, r.
R-17
LW-9
well
Use the /ĕ/ē/. At the end of one syllable words,
following a single vowel, the l is usually doubled.
TTS: sound both ls.
Sequence 18: LW-11, I and Y Say E
3
In ba, use a that says /ā/ at the end of a syllable. In by, use the suffix –y that
says /ē/.
3
In du, use u that says /ū/ at the end of a syllable. In ty, use suffix –y that says
/ē/.
ba by
du ty
3
ra di o
Use the /ā/, the i that says /ē/ and the /ō/ at the end of these syllables.
Sequence 18: Unstressed Syllables
Use Dialogue for Think to Spell, p. 44
a bout
See Dialogue for Think to Spell.
a go
Stress the vowel a to say /ā/ at the end of a syllable. In go, use the o that says
/ō/ at the end of a syllable.
a lone
Stress the vowel a to say /ā/ at the end of a syllable. In lone, use the silent e
that lets the o say /ō/ (job 1).
Sequence 18: LW-12, Part 1, R-20, Plurals, Suffix –s
cat
cats
Use the /ă/ā/ah/.
To make the word plural, add the suffix –s.
dog
dogs
tree
trees
Use the /ah/ō/ŭ/oo/.
To make the word plural, add the suffix –s.
Use the double ee.
To make the word plural, add the suffix –s.
www.yesphonics.com
Extended Ayres Spelling Words
122
Phonics for English
ap ple4
ap ple4s
In ap, sound /ă/ and /p/. In ple, sound /p/ and use the –le suffix (job 4).
To make the word plural, add the suffix –s.
2
that
Use the /th/th/ and the /ă/ā/ah/.
was
Use the /ă/ā/ah/ and the /s/z/. The sound of a may be
altered after the w. TTS: Say /ah/.
his
Use the /ĭ/ī/ē/ and the /s/z/.
Sequence 19: LW-7, Four Ways a Vowel Can Say A, E, I, O, U
3
ba by
me
o ver
u nit
pi lot
2
my
child
cold
make
Pete
time
2
type
hope
cute
blue2
Use /ā/ at the end of a syllable. Use suffix –y that says /ē/.
Use the e that says /ē/ at the end of a syllable.
Use /ō/ at the end of a syllable. Use the /er/ of her.
Use the u that says /ū/ at the end of a syllable.
Use the i that says /ī/ at the end of a syllable.
Use the y that says /ī/ at the end of a syllable.
Use the /ch/k/sh/ and the i that says /ī/ when followed by two consonants.
Use the o that says /ō/ when followed by two consonants.
Use the e that lets the a say /ā/ (job 1).
Use the e that lets the e say /ē/ (job 1).
Use the e that lets the i say /ī/ (job 1).
Use the e that lets the y say /ī/ (job 1).
Use the e that lets the o say /ō/ (job 1).
Use the e that lets the u say /ū/ (job 1).
Use the e that keeps the word from ending in v (job 2).
Sequence 20: LW-8, Verbs
Action Verbs
go
come5
eat
call
see
live2
sit
love2
Helping Verbs
4
2
has
do
www.yesphonics.com
run
kill
bring
lay
time
ran
tell
eats
make
led
ask
say
play
get
can
will
have2
had
must
Extended Ayres Spelling Words
123
Phonics for English
Being Verbs
2
is
am
be
are5
3
was
Sequence 21: Read Story Books
Section I (Sequence 22)
nine
R-7
LW-15
Use the /ĭ/ī/ē/ and the silent e that lets the i say /ī/
(job 1).
face
R-7, LW-5
R-2, LW-13
Use the silent e that lets the a say /ā/ (job 1) and lets
the c say /s/ (job 3). Mark only job 1.
miss
R-17
LW-9
huff
puff
ride
rides
R-7, LW-7
R-20, LW-12
Use the /ĭ/ī/ē/. At the end of a one-syllable word,
following a single vowel, the s is usually doubled. In
TTS sound out both s’.
Use the /ŭ/ū/oo/. At the end of a one-syllable word,
following a single vowel, the f is usually doubled.
TTS: sound out both fs.
Use the silent e that lets i say /ī/ (job 1).
To make the word plural, add the suffix –s.
Teach R-25 with the following root words that end in ck. Say “The ck (2-letter /k/) may be
used only at the end of a root word after a single vowel that says its first sound /ă/-/ĕ/-/ĭ/-/ŏ//ŭ/.”
sick
Use the 2-letter /k/ at the end of a root word after a single vowel that
says /ĭ/.
Use the 2-letter /k/ after a single vowel that says /ă/.
Use the 2-letter /k/ after a single vowel that says /ĕ/.
Use the 2-letter /k/ after a single vowel that says /ah/.
Use the 2-letter /k/ after a single vowel that says /ŭ/
back
peck
pock et
truck
got
Use the /ah/ō/ŭ/oo/.
north
The word north has three phonograms.
white
R-7
LW-5
spent
www.yesphonics.com
Use the /wh/ and silent e that lets the i say /ī/ (job 1).
Blow a feather off your palm with /wh/.
Use the /ĕ/ē/.
Extended Ayres Spelling Words
124
Phonics for English
2
Use the /oo/oo/ō/.
foot
R-17
LW-9
Use the /ĭ/ī/ē/. At the end of one syllable words,
following a single vowel, the l is usually doubled.
TTS: sound both ls.
blow
2
blows
R-20
LW-12
Use the /ow/ō/ that we may use at the end of EW. To
make the word plural, add the suffix –s.
block
blocks
R-25
R-20, LW-12
Use the /ah/ō/ŭ/oo/ and the 2-letter /k/ used only at
the end of the word after a single vowel that says
/ah/. To make the word plural, add the suffix –s.
bill
2
Use the /ĭ/ī/ē/ and the /ng/; say /ĭ/-/ng/.
spring
riv er
LW-17
In riv, use the /ĭ/ī/ē/. In er, use the /er/ of her.
plant
Use the /ă/ā/ah/.
cut
Use the /ŭ/ū/oo/.
song
sing
sang
sung
Use the /ah/ō/ŭ/oo/ and /ng/.
Use the /ĭ/ī/ē/ and /ng/.
Use the /ă/ā/ah/ and /ng/.
Use the /ŭ/ū/oo/ and /ng/.
win ter
LW-17
In win, use the /ĭ/ī/ē/. In ter, use the /er/ of her.
stone
stones
R-7, LW-5
R-20, LW-12
Use the /ah/ō/ŭ/oo/ and the silent e that lets the o say
/ō/ (job 1). To make the word plural; use the suffix –s.
free
Use the double ee.
lake
R-7
LW-5
page
R-3, LW-13
R-7, LW-5
nice
R-2, LW-13
R-7, LW-5
end
www.yesphonics.com
Use the /ă/ā/ah/, the tall-/k/ and the silent e that lets
the a say /ā/ (job 1).
Use the /ă/ā/ah/, the /g/j/ and the silent e that lets the
a say /ā/ (job 1) and the g say /j/ (job 3). Mark only job
1.
Use the /ĭ/ī/ē/, the /k/s/ and the silent e that lets the i
say /ī/ (job 1) and the c say /s/ (job 3). Always mark job
1.
Use the /ĕ/ē/.
Extended Ayres Spelling Words
125
Phonics for English
R-17
LW-9
3
fall
Use the /ă/ā/ah/. At the end of a one syllable word,
following a single vowel, the l is usually doubled.
TTS: sound both ls.
feet
Use the double ee.
went
Use the /ĕ/ē/.
back
R-25
Use the 2-letter /k/ used at the end of the word after a
single vowel that says /ă/.
a way
R-4, 18
TTS: Stress the a to say /ā/ at the end of a syllable. In
way, use the 2-letter /ā/ used at the end of EW. For
spelling, say /ā/way. For reading, say /uh/way.
pa per
R-4
LW-17
In pa, use the a that says /ā/ at the end a syllable. In
per, use the /er/ of her.
3
put
Use the /ŭ/ū/oo/.
each
The word each has two phonograms. Use the /ĕ/ē/ā/
and the /ch/k/sh/.
soon
Use the /oo/oo/ō/.
yet
Use the /ĕ/ē/.
came
R-7
LW-5
Sun day
R-26, 18
Mon day
R-26, 18
Use the /ă/ā/ah/ and the silent e that lets the a say /ā/
(job 1).
In Sun, use a capital letter because it is the name of a
day and use the /ŭ/ū/oo/. In day, use the 2-letter /ā/
used at the end of EW.
In Mon, use a capital letter for the name of a day and
use the /ah/ō/ŭ/oo/ (say /ah/). In day, use the 2-letter
/ā/ that is used at the end of EW.
The word show has two phonograms. Use the
phonogram that says /sh/ at the beginning of a word
and the /ow/ō/ used at the end of EW.
show
R-10
LW-10
find
R-19
LW-20
Use the /ĭ/ī/ē/. The i may say /ī/ when followed by two
consonants.
give2
R-7, LW-5
R-3, LW-13
Use the /ĭ/ī/ē/ and the silent e that keeps the word
from ending in v (job 2).
2
2
new
www.yesphonics.com
Use the /oo/ū/ that we may use at the end of EW.
Extended Ayres Spelling Words
126
Phonics for English
let ter
R-29
LW-17
In let, use the /ĕ/ē/. In ter, sound the /t/ and use the
/er/ of her. When reading, say the /t/ in the accented
syllable let.
take
R-7
LW-5
Use the /ă/ā/ah/, the tall-/k/ and the silent e that lets
the a say /ā/ (job 1).
Mr.
Mis ter
R-26
Mr. is an abbreviation for Mister. The Mr. is
capitalized when written with the name of a person.
af ter
LW-17
In af, use the /ă/ā/ah/. In ter, use th /er/ of her.
Use the /th/th/ and /ĭ/-/ng/.
thing
Blow air when saying what (not watt). Use the /wh/
and the /ă/ā/ah/.
3
what
2
than
Use the /th/th/ and /ă/ā/ah/.
still
R-17
LW-9
Use the /ĭ/ī/ē/. At the end of a one-syllable word,
following a single vowel, the l is usually doubled.
TTS: Sound both ls.
its (his, her)
it’s (it is)
LW-24
Possessive nouns.
It’s is a contraction for it is.
ver y
LW-17
R-5, LW-11
fill
R-17
LW-9
1
3
In ver the e and r are sounded separately. Write a 1
over the e to show that it is not the /er/ of her. In y,
use the suffix –y that says /ē/.
Use the /ĭ/ī/ē/. At the end of a one-syllable word,
following a single vowel, the l is usually doubled.
TTS: Sound both ls.
or
The or is spelled o, r.
thank
Use the /th/, the /ă/ā/ah/ and the tall-/k/.
dear
Use the /ē/ĕ/ā/.
west
Use the /ĕ/ē/ and the /s/z/.
sold
R-19
LW-20
Use the /ah/ō/ŭ/oo/. The o may say /ō/ when followed
by two consonants.
told
R-19
LW-20
Use the /ah/ō/ŭ/oo/. The o may say /ō/ when followed
by two consonants.
www.yesphonics.com
Extended Ayres Spelling Words
127
Phonics for English
best
Use the /ĕ/ē/ and the /s/z/.
form
Use the /or/ o, r.
far
Use the /ar/ of car.
Sequence 22: LW-5, Part 2, R-7, Silent Final Es
gave
R-7, LW-5
a like
R-4, R-7
LW-5
Use the /ă/ā/ah/ and the silent e that lets the a say /ā/
(job 1) and keeps the word from ending in v (job 2).
Mark only job 1.
In a, stress the a to say /ā/ at the end of a syllable,
say /ā/like. In reading the a is unstressed, say
/uh/like. In like, use the /ĭ/ī/ē/, the tall-/k/ and the
silent e that lets the i say /ī/ (job 1).
Sequence 23: LW-8, Pronouns
Subject Pronouns
3
I
you
he
she
it
we
they
Object Pronouns
3
me
you
him
her
it
us
them
2
2
Sequence 24: LW-2, Multi-Letter Phonogram Reference Chart
ey
ci
ei
ough
eigh
gu
ie
igh
kn
gn
wr
ph
dge
tch
ti
si
Section J (Sequence 25)
Sequence 25: LW-9, R-17, F, L, S Doubling Rule (and Others)
off
add
odd
egg
buzz
Use the /ah/ō/ŭ/oo/ and /f/-/f/.
Use the /ă/ā/ah/ and /d/-/d/.
Use the /ah/ō/ŭ/oo/ and /d/-/d/.
Use the /ĕ/ē/ and /g/-/g/.
Use the /ŭ/ū/oo/ and /z/-/z/.
www.yesphonics.com
Extended Ayres Spelling Words
128
Phonics for English
sev en
for get
3
hap py
In sev, use the /ĕ/ē/. In en, use the /ĕ/ē/.
LW-13, 21
In for, use the /or/ o, r. In get, use the /ĕ/ē/.
R-29
LW-11
In hap, use the /ă/ā/ah/. In py, sound the /p/ and use
the suffix –y that says /ē/.
Use the /oo/oo/ō/.
noon
sis ter
LW-17
cast
card
cards
In sis, use the /s/z/, the /ĭ/ī/ē/ and the /s/z/. In ter, use
the /er/ of her.
Use the /ă/ā/ah/ and the /s/z/.
R-20
LW-12
Use the /ar/ of car.
For a plural, add the suffix –s.
south
South has three phonograms, use /s/z/, the /ow/ō/oo/ŭ/
not used at the end of EW and the /th/th/.
deep
Use the double ee.
in side
LW-21
CW
In in, sound to spell /ĭ/n/. In side, use the silent e that
lets the i say /ī/ (job 1).
post
R-19
LW-20
Use the /ah/ō/ŭ/oo/ and the /s/z/. The o may say /ō/
when followed by two consonants.
Use the /ow/ō/ used at the end of and within EW.
town
stay
R-18
Use the 2-letter /ā/ used at the end of EW.
grand
Use the /ă/ā/ah/.
dark
Use the /ar/ of car and tall-/k/.
band
Use the /ă/ā/ah/.
game
R-7
LW-5
www.yesphonics.com
Use the silent e that lets the a say /ā/ (job 1).
Extended Ayres Spelling Words
129
Phonics for English
out side
R-7, LW-5, LW-21
CW
In out, use the /ow/ō/oo/ŭ/ not used at the end of EW.
In side, use the silent e that lets the i say /ī/ (job 1).
boat
boats
R-20
LW-12
Use the 2-letter /ō/ not used at the end of EW.
For a plural, add the suffix –s.
rest
Use the /ĕ/ē/ and the /s/z/.
east
Use the /ē/ĕ/ā/ and the /s/z/.
3
son
sun
LW-14
HH
Use the /ah/ō/ŭ/oo/; say /ah/. In reading, say the
unaccented vowel (schwa) sound /uh/. Use the
/ŭ/ū/oo/.
help
Use the /ĕ/ē/.
hard
Use the /ar/ of car.
R-7, LW-5
R-2, LW-13
Use the /ă/ā/ah/, the /k/s/ and the silent e that lets the
a say /ā/ (job 1) and lets the c say /s/ (job 2). Mark
only job 1.
cov er
LW-17
In cov, use the /ah/ō/ŭ/oo/. In er, use the /er/ of her.
fire
wire
tire
R-7
LW-5
Say the word fire as one syllable; not fi er. Use the
silent e that lets the i say /ī/ (job 1). Say wire as one
syllable; not wi er (job 1). Say tire as one syllable; not
ti er (job 1).
race
3
left
Use the /ĕ/ē/.
age
R-7, LW-5
R-3, LW-13
Use the /ă/ā/ah/, the /g/j/ and e that lets the a say /ā/
(job 1) and the g say /j/ (job 3). Only mark job 1.
fine
R-7
LW-5
Use the silent e that lets the i say /ī/ (job 1).
gold
R-19
LW-20
Use the /ah/ō/ŭ/oo/. The o may say /ō/ when followed
by two consonants.
read
2
read
red
LW-14
HH
Use the /ē/ĕ/ā/.
Use the /ē/ĕ/ā/.
Use the /ĕ/ē/.
can not
LW-21
CW
In can, use the /k/s/ and the /ă/ā/ah/. In not, use the
/ah/ō/ŭ/oo/.
www.yesphonics.com
Extended Ayres Spelling Words
130
Phonics for English
May
R-26, 18
Use a capital letter because it’s the name of a month.
Use the 2-letter /ā/ used at the end of EW.
line
R-7
LW-5
Use the silent e that lets the i say /ī/ (job 1).
Use the 2-letter /ā/ not used at the end of EW.
train
Sequence 25: LW-10, R-10, SH, TI, SI, CI, Say /SH/
ship
Use the phonogram that says /sh/ at the beginning of a word.
she
Use the phonogram that says /sh/ at the beginning of a word and the e that
says /ē/ at the end of a syllable.
fish
Use the phonogram that says /sh/ at the end of a word.
saw
Use the /aw/ used at the end of EW.
pay
Use the 2-letter /ā/ used at the end of EW.
near
Use the /ē/ĕ/ā/.
3
want
Use the /ă/ā/ah/.
down
Use the /ow/ō/ that may be used within and at the
end of EW.
part
Use the /ar/ of car.
why
R-6
LW-7
Use the /wh/ and the /y/ĭ/ī/ē/; say /wh/-/ī/. The letter y,
not i, is used at the end of EW.
girl
girls
LW-17
R-3, LW-13, 12
Use the /er/ of first.
For a plural, add the suffix –s.
place
R-7, LW-5
R-2, LW-13
Use the /ă/ā/ah/, the /k/s/ and the e that lets the a say
/ā/ (job 1) and c say /s/ (job 3). Mark only job 1.
re port
R-4
In re, use the e that says /ē/ at the end of a syllable.
In port, use the /or/ o, r.
nev er
LW-17
In nev, use the /ĕ/ē/. In er, use the /er/ of her.
2
www.yesphonics.com
Extended Ayres Spelling Words
131
Phonics for English
Use the /ow/ō/oo/ŭ/ not used at the end of EW.
found
side
R-7
LW-5
Use the silent e that lets the i say /ī/ (job 1).
kind
R-19
LW-20
The i may say /ī/ when followed by two consonants.
life
R-7
LW-5
Use the silent e that lets the i say /ī/ (job 1).
here
R-7
LW-5
Use the silent e that lets the e say /ē/ (job 1).
car
Use the /ar/ of car.
mine
R-7
LW-5
Use the silent e that lets the i say /ī/ (job 1).
word
R-8
LW-17
Use the /er/ of works. The phonogram or may say /er/
after w. The /w/ and /or/ each say a sound.
work
R-8
LW-17
Use the /er/ of works. The phonogram or may say /er/
after w. The /w/ and /or/ each say a sound.
made
R-7
LW-5
Use the silent e that lets the a say /ā/ (job 1).
ev er y
LW-17
R-5, LW-11
In ev, use the /ĕ/ē/. In er, use the /er/ of her. In y, use
the suffix –y that says /ē/.
un der
LW-17
In un, use the /ŭ/ū/oo/. In der, use the /er/ of her.
most
R-19
LW-20
The o may say /ō/ when followed by two consonants;
use the /s/z/.
3
said
Exception, not phonetic. Use the /s/z/ and the 2-letter
/ā/ not used at the end of EW. For spelling, say /s//ai/-/d/. For reading, say sed.
our
Use the /ow/ō/oo/ŭ/ not used at the end of EW.
more
R-7
LW-5
when
www.yesphonics.com
Use the silent e that lets the o say /ō/ (job 1).
Use the /wh/ and sound to spell /ĕ/n/.
Extended Ayres Spelling Words
132
Phonics for English
3
from
Use the /ah/ō/ŭ/oo/.
wind
Use the /ĭ/ī/ē/.
print
Use the /ĭ/ī/ē/.
air
Use the 2-letter /ā/ not used at the end of EW.
room
Use the /oo/oo/ō/.
lost
Use the /ah/ō/ŭ/oo/ and /s/z/. The o may also say /ah/
when followed by two consonants.
a long
R-4
TTS: Stress the a to say /ā/ at the end of a syllable. In
long, use the /ah/ō/ŭ/oo/ and the /ng/. For spelling, say
/ā/long. For reading, say /uh/long.
name
R-7
LW-5
Use the /ă/ā/ah/ and e that lets the a say /ā/ (job 1).
hope
R-7
LW-5
Use the /ah/ō/ŭ/oo/ and the e that lets the o say /ō/
(job 1).
same
R-7
LW-5
Use the /ă/ā/ah/ and the e that lets the a say /ā/ (job
1).
glad
Use the /ă/ā/ah/.
with
Use the /ĭ/ī/ē/ and the /th/th/.
Sequence 26: LW-8, Prepositions
at
out
by
on
af ter
o ver
in
to
up
a bout
3X
of
for
4
in to
Sequence 27: Phonogram Review and Original Art
Sequence 28: Testing the Phonograms
www.yesphonics.com
Extended Ayres Spelling Words
133
Phonics for English
Section K (Sequence 29)
be came
3 2
broth er
R-4, LW-5
R-7, LW-5
CW, LW-21
In be, use the e that says /ē/ at the end of a syllable.
In came, use the /ă/ā/ah/ and the e that lets the a say
/ā/ (job 1).
LW-17
In broth, use the /ah/ō/ŭ/oo/ and the /th/th/. In er, use
the /er/ of her.
rain
Use the 2-letter /ā/ not used at the end of EW.
keep
Use the double ee.
start
Use the /ar/ of car.
mail
male
fe male
HH, LW-17
R-7, LW-5
R-4, 7
eye
Use the 2-letter /ā/ not used at the end of EW.
Use the /ă/ā/ah/ and e that lets the a say /ā/ (job 1)
Not phonetic, say the names of the letters e, y, e.
R-17
LW-9
Use the /ă/ā/ah/. At the end of a one syllable word
following a single vowel, the s is usually doubled.
TTS: Sound both s’.
par ty
R-5
LW-11
In par, use the /ar/ of car. In ty, use the suffix –y that
says /ē/.
up on
CW
LW-21
In up, use the /ŭ/ū/oo/. In on, use the the /ah/ō/ŭ/oo/.
glass
3
4
Two is not phonetic. For spelling, say /t/w/-/oo/.
two
2
they
Use /th/th/ and the /ā/ē/ used at the end of EW.
Write an X above the ou as these words have a slightly different sound than usual.
X
would
X
could
X
should
Use the /ow/ō/oo/ŭ/ not used at the end of EW. TTS: Sound the silent l.
Use the /k/s/ and /ow/ō/oo/ŭ/ not used at the end of EW. TTS: Sound the
silent l.
Use the /sh/ that is used at the beginning of a word and the /ow/ō/oo/ŭ/ not
used at the end of EW. TTS: Sound the silent l.
www.yesphonics.com
Extended Ayres Spelling Words
134
Phonics for English
1
3
an y
X
R-5
LW-11
one5
R-7, LW-5
2
R-5, LW-11
3
on ly
1
where5
R-7
LW-5
Sound to write /ă/n/. Use suffix –y that says /ē/. Write
a 1 above the a to show the first sound. For spelling,
say ăn/ē/. For reading, say ĕn/ē/.
One is not phonetic, spell o, n, e. Write an X above
the o to show a different sound (job 5).
Sound to spell /ō/n/, write a 2 above the o to show the
second sound. In ly, use the suffix –y that says /ē/.
One is the root word of only.
Use the /wh/. The e and r are sounded separately,
write l above e to show they are not /er/ (job 5).
Sequence 29: LW-13, R-2/3, C and G Before E, I or Y
R-2: The c says /s/ before e, i or y. Otherwise the c says /k/.
cent
3
cit y
2
cy cle4
Use the /k/s/ and the /ĕ/ē/. The e lets the c say /s/.
In cit, use /k/s/ and /ĭ/ī/ē/. The i lets the c say /s/. Use the suffix –y that says
/ē/.
In cy, use /k/s/ and /y/ĭ/ī/ē/. The y says /ī/ at the end of a syllable and lets the c
say /s/. In cle, use the /k/s/ and the –le4 suffix, every syllable must have a
vowel (job 4).
R-3: The g may say /j/ before e, i or y. Otherwise, the g says /g/.
gem
2
Use the /g/j/ and the e that lets the g say /j/.
gi ant
In gi, use /g/j/ and the ī that is used at the end of a syllable and lets the g say
/j/. Sound to spell /ă/n/t/.
gyp
Use the /g/j/ and /y/ĭ/ī/ē/, the y lets the g say /j/.
first
LW-17
Use the /er/ of first and the /s/z/.
week
weak
LW-14
HH
Use the double ee.
Use the /ē/ĕ/ā/.
sent
cent
LW-14, HH
R-2, LW-13
Use the /s/z/ and the /ĕ/ē/.
Use the /k/s/ and the e that lets the c say /s/.
mile
R-7
LW-5
Use the /ĭ/ī/ē/ and the e that lets the i say /ī/ (job 1).
www.yesphonics.com
Extended Ayres Spelling Words
135
Phonics for English
seem
Use the double ee.
2
head
Use the /ē/ĕ/ā/.
e ven
2
with out
R-4
Use the e that says /ē/ at the end of a syllable. In ven,
use the /ĕ/ē/; say ven not vin.
LW-21
CW
In with, use the /ĭ/ī/ē/ and the /th/th/. In out, use the
/ow/ō/oo/ŭ/ not used at the end of EW.
In af, use the /ă/ā/ah/. In ter, use the /er/ of her. In
noon, use the /oo/oo/ō/.
af ter noon
Fri day
R-26, 4, 18
our
hour
In Fri, use a capital letter because it is the name of a
day and use the i that says /ī/ at the end of a syllable.
In day, use the 2-letter /ā/ used at the end of EW.
Our is the root of hour.
TTS: Sound the silent /h/ and use the /ow/ō/oo/ŭ/ not
used at the end of EW.
R-7
LW-5
Use the /s/z/, the /ă/ā/ah/ and the e that lets the a say
/ā/ (job 1).
R-26
R-4, 6
LW-7
In Ju, use a capital letter for the name of a month
and the u that says /ū/ at the end of a syllable. In ly,
use the suffix –y that says /ī/ at the end of a word.
EW do not end in i.
sto ry
R-4
R-5, LW-11
In sto, use the /s/z/ and the o that says /ō/ at the end
of a syllable. In ry, use the suffix –y that says /ē/.
o pen
R-4
Use the o that says /ō/ at the end of a syllable. In pen,
use the /ĕ/ē/, say en, not un.
short
R-10
LW-10
Short has three phonograms. Use /sh/ that is used at
the beginning of a word and the /or/ o, r.
state
2
Ju ly
3
reach
3
la dy
Use /ē/ĕ/ā/ and the /ch/k/sh/.
R-4
R-5, LW-11
In la, use a that says /ā/ at the end of a syllable. In
dy, use the suffix –y that says /ē/.
Sequence 29: LW-12, Part 3, R-20, Plurals, Suffix –es
R-20: Some words change f to v and end with –es.
wife
Use the /ĭ/ī/ē/ and the e that lets the i say /ī/ (job 1).
www.yesphonics.com
Extended Ayres Spelling Words
136
Phonics for English
wives
Wives is the plural of wife, change the f to v and add –es. The e lets the i say
/ī/ (job 1) and keeps the word from ending in v (job 2). An EW does not end in
v. Mark only job 1.
half
Use the /ă/ā/ah/. TTS: Sound the silent 1.
halve2s
Halves is plural for half. Sound the silent l, change f to v and add –es. The
silent e keeps the word from ending in v. An EW does not end in v (job 2).
bet ter
3
wa ter
LW-17
In bet, use the /ĕ/ē/. In ter, sound the /t/ and use the
/er/ of her.
LW-17
In wa, use the /ă/ā/ah/; the sound of a may be altered
after the w. In ter, use the /er/ of her.
round
Use the /ow/ō/oo/ŭ/ not used at the end of EW.
cost
Use the /k/s/ and the /ah/ō/ŭ/oo/. The o may also say
/ah/ (ŏ) when followed by two consonants.
R-7, LW-5
R-2, LW-13
Use the /ĭ/ī/ē/ and the silent e that lets the i say /ī/
(job 1) and the c say /s/ (job 2). Mark only job 1.
be come5
R-4
R-7, LW-5
Use the e that says /ē/ at the end of a syllable. In
come, use the /ah/ō/ŭ/oo/ and the silent e (job 5).
class
R-17
LW-9
Use the /ă/ā/ah/. At the end of a one-syllable word,
followed by a single vowel, double the s. TTS: Sound
both s’.
burn
LW-17
Use the /er/ of nurse.
horse5
R-7
LW-5
Use the phonogram /or/ o, r, the /s/z/ and the silent e
(job 5).
mouse5
R-7
LW-5
Use the /ow/ō/oo/ŭ/ not used at the end of EW, the
/s/z/ and the silent e (job 5).
care
R-7
LW-5
Use the /k/s/, the /ă/ā/ah/ and the silent e that lets a
say /ā/. The a and r are not /ar/ (job 1).
R-6
LW-7
Use the –y that says /ī/ at the end of a word, EW do
not end in i.
move2
R-7
LW-5
Use the /ah/ō/ŭ/oo/ and the silent e that keep the
word from ending in v (job 2).
de lay
R-4, 18
In de, use e that says /ē/ at the end of a syllable. In
lay, use the 2-letter /ā/ used at the end of EW.
price
3
2
try
4
www.yesphonics.com
Extended Ayres Spelling Words
137
Phonics for English
Use the /ow/ō/oo/ŭ/ not used at the end of EW.
pound
be hind
R-4
R-19, LW-9
CW, LW-21
a round
R-4
In be, use e that says /ē/ at the end of a syllable. In
hind, use the /ĭ/ī/ē/. The i may say /ī/ when followed
by two consonants.
TTS: Stress the a to say /ā/ at the end of a syllable. In
round, use /ow/ō/oo/ŭ/ not used at the end of EW. In
spelling, say /ā/round. In reading, say /uh/round.
camp
Use the /k/s/ and /ă/ā/ah/.
clear
Use the /k/s/ and /ē/ĕ/ā/.
clean
Use the /k/s/ and /ē/ĕ/ā/.
poor
Use the /oo/oo/ō/.
hurt
4
to night
LW-17
Use the /er/ of nurse.
LW-21
In to, sound to write /t/oo/. In night, use 3-letter /ī/.
tenth
Use the /ĕ/ē/ and the /th/th/.
Sequence 29: LW-14, Homonyms and Homographs
3
boor
Use the /oo/oo/ō/. Write a 3 above it to show the third sound.
bore
Use the /ah/ō/ŭ/oo/ and the silent e that lets the o say /ō/ (job 1).
lead
Use the /ē/ĕ/ā/. The first sound is used so it is not marked.
2
lead
Use the /ē/ĕ/ā/. Write a 2 above it to show the second sound.
led
Use the /ĕ/ē/. The first sound is used so it is not marked.
spell
R-17
LW-9
www.yesphonics.com
Use the /s/z/ and /ĕ/ē/. At the end of a one-syllable
word, followed by a single vowel, double the l. TTS:
Sound both ls.
Extended Ayres Spelling Words
138
Phonics for English
fin ish
R-10
LW-10
In fin, use the /ĭ/ī/ē/. In ish, sound the /ĭ/ and use the
/sh/ that is used at the end of a syllable (word).
may be
R-18, 4
CW, LW-21
In may, use 2-letter /ā/ used at the end of EW. In be,
use the e that is used at the end of a syllable.
a cross
these
2
those
Sir
R-17
LW-9
R-7
LW-5
LW-17
TTS: Stress the a to say /ā/ at the end of a syllable. In
cross, use the /k/s/ and the /ah/ō/ŭ/oo/. At the end of a
one-syllable word, followed by a single vowel, double
the s, sound both s’. For spelling, say /ā/cross. For
reading, say /uh/cross.
Use the /th/th/, the /ĕ/ē/, the /s/z/ and the e lets the e
say /ē/ (job 1).
Use the /th/th/ and e that lets the o say /ō/ (job 1).
Use the /er/ of first.
club
Use the /k/s/ and the /ŭ/ū/oo/.
seen
Use the double ee.
felt
Use the /ĕ/ē/.
full
R-17
LW-9
Use the /ŭ/ū/oo/. At the end of a one-syllable word,
followed by a single vowel, double the l. TTS: Sound
both ls.
fail
Use the 2-letter /ā/ not used at the end of EW.
set
Use the /ĕ/ē/.
stamp
Use the /s/z/ and /ă/ā/ah/.
light
Use the 3-letter /ī/.
night
Use the 3-letter /ī/.
pass
R-17
LW-9
Use the /ă/ā/ah/. At the end of a one-syllable word,
followed by a single vowel, double the s. TTS: Sound
out both s’.
shut
R-10
LW-10
Use the /sh/ that is used at the beginning of a word
and the /ŭ/ū/oo/.
www.yesphonics.com
Extended Ayres Spelling Words
139
Phonics for English
Sequence 29: LW-15, R-16, E’s Dropping Rule
come5
Use the /k/s/, the /ah/ō/ŭ/oo/ and the silent e (job 5).
com ing
Write come without the e; add the vowel suffix /ĭ/-/ng/.
ease5
Use the /ē/ĕ/ā/, the /s/z/ and the silent e (job 5).
eas y
Write ease without the e; add the vowel suffix –y that says /ē/.
Sequence 30: LW-6, Part 2, Nouns and Adjectives
Sequence 31: LW-4, Paragraph
Sequence 32: LW-16, Rule 1-1-1 Suffixes Learning Reference Chart
R-14: With a one syllable word ending in one vowel and one consonant, double the last
consonant before adding a vowel suffix.
run
shop
red
get
big
mud
bit
drug
-er
-ed
-ish
-ing
-est
-y
-en
-ist
run ner
3
shop ped
red dish
get ting
big gest
3
mud dy
bit ten
drug gist
The x is composed of two consonant sounds /k/s/, the last consonant is not doubled when
adding a vowel suffix.
box
fix
2
-es
-ing
box es
fix ing
The last consonant is not doubled when adding a consonant suffix.
dog
man
-s
-ly
www.yesphonics.com
dogs
man ly
Extended Ayres Spelling Words
140
Phonics for English
Section L (Sequence 33)
black
R-25
Use 2-letter /k/ used at the end of a word after a
single vowel that says /ă/.
un less
R-17
LW-9
In un, sound to spell /ŭ/n/. In less, in a one-syllable
word, followed by single vowel, double the s.
warm
clothe
2 2
cloth ing
Use the /ar/ of car.
R-7, LW-5
R-16, LW-15
3
Use the /k/s/, the /ah/ō/ŭ/oo/, the /th/th/ and the silent
e that lets the o say /ō/ (job 1).
Write clothe without the e; add the vowel suffix -/ĭ//ng/.
Use the /s/z/ and /oo/ū/ not used at the end of EW.
suit
a ble4
R-7
LW-5
Use the a that says /ā/ at the end of a syllable. In ble,
use the –le suffix (job 4).
track
R-25
Use 2-letter /k/ used at the end of a word after a
single vowel that says /ă/.
go
gone5
R-7
LW-5
Use the /ō/ that says /ō/ at the end of a syllable. Use
the /ah/ō/ŭ/oo/ and the silent e (job 5).
do
3
done5
R-7
LW-5
Sound to spell /d/oo/ (4th sound of o). Use the
/ah/ō/ŭ/oo/ and the silent e (job 5).
fell
R-17
LW-9
Use the /ĕ/ē/. At the end of a one-syllable word
followed by a single vowel word, double the l.
4
fight
1 2
buy
Use the 3-letter /ī/.
R-6
LW-7
stop
3
TTS: Sound the silent u, the –y says /ī/ at the end of
the syllable. For reading, say by.
Use the /s/z/ and the /ah/ō/ŭ/oo/.
walk
3
talk
3
balk
Use the /ă/ā/ah/, sound the silent l, and use the talk/k/. The sound of a may be altered after the w and
3
3
3
before the l. For reading, say wak, tak, bak.
grant
Use the /ă/ā/ah/.
soap
Use 2-letter /ō/ not used at the end of EW.
www.yesphonics.com
Extended Ayres Spelling Words
141
Phonics for English
Sequence 33: LW-12, Part 3, Plurals, Suffixes –es
R-20: To make words plural that end in –o, –s, –x, –z, –ch, –tch, or the sound /j/ (dge) add
–es.
he ro
2
he roes
Use the e that says /ē/ and the o that says /ō/ at the end of a syllable.
To make hero plural, add suffix –es.
press
press es
Use the /ĕ/ē/. At the end of a one-syllable word, followed by a single vowel,
double the s. TTS: Sound both s’.
To make press plural, add suffix –es.
fox
2
fox es
Use the /ah/ō/ŭ/oo/ and /k/s/.
To make fox plural, add suffix –es. The s never follows the x.
quiz
2
quiz es
Write q with u, use the /ĭ/ī/ē/ and /z/.
To make quiz plural, add the suffix –es.
march
2
march es
Use the /ar/ of car and the /ch/k/sh/.
To make march plural, add the suffix –es.
dash
2
dash es
Use the /ă/ā/ah/ and the /sh/ that is used at the end of a syllable.
To make dash plural, add the suffix –es.
watch
watch es
Use the /ă/ā/ah/ and the 3-letter /ch/ after a single vowel that usually says /ă/.
The sound of a may be altered after w.
To make watch plural, add the suffix –es.
ridge
2
ridg es
Use the /ĭ/ī/ē/ and 3-letter /j/ after the single vowel that says /ĭ/.
To make ridge plural, write ridge without the e, add suffix –es.
2
2
news
R-20
LW-12
small
R-17
LW-9
2
2
war
www.yesphonics.com
Use the /oo/ū/ used at the end EW and the suffix
–s.
Use the /s/z/ and /ă/ā/ah/. At the end of one-syllable
word, followed by a single vowel, double the l and
sound both of the ls.
Use the /ar/ of car. TTS: Say /ar/. Reading: Say /or/.
Extended Ayres Spelling Words
142
Phonics for English
R-23: The tch (/ch/ 3-letter /ch/) may be used only after a single vowel that says its first
sound /ă/-/ĕ/-/ĭ/-/ŏ/-/ŭ/. TTS: Say /t/-/ch/ to keep students from putting t in words like much
and which.
catch
Use the /k/s/ and 3-letter /ch/ after a single vowel that says /ă/.
sketch
Use the /s/z/, the tall-/k/ and 3-letter /ch/ after a single vowel that says /ĕ/.
stitch
Use /s/z/ and the 3-letter /ch/ after a single vowel that says /ĭ/.
notch
Use the 3-letter /ch/ after a single vowel that says /ah/.
clutch
Use the /k/s/ and 3-letter /ch/ after a single vowel that says /ŭ/.
sum mer
R-29
LW-17
In sum, use the /s/z/ and /ŭ/ū/oo/. In mer, sound the
/m/ and use the /er/ of her.
turn
LW-17
Use the er of nurse.
a bove2
R-4
R-7, LW-5
ex press
R-17
LW-9
3
3
les son
3
2
fa ther
1
3
an y thing
TTS: Stress a to say /ā/ at the end of a syllable. In
bove, use the /ah/ō/ŭ/oo/ and the e that keeps the
word from ending in v (job 2).
In ex, use the /ĕ/ē/ and /ks/. In press, at the end of a
one-syllable word, following a single vowel, double
the s. TTS: Sound both s’.
R-29
In les, use the /ĕ/ē/ and the /s/z/. In son, sound the s
and use the /ah/ō/ŭ/oo/.
LW-17
In fa, use the /ă/ā/ah/. In ther, use the /th/th/ and the
/er/ of her.
CW, LW-21
R-5, LW-11
Sound to spell /ă/n/. Use the suffix –y that says /ē/. In
thing, use the /th/th/ and /ĭ/-/ng/.
high
Use the 3-letter /ī/.
R-4
R-7, LW-5
In ta, use the /ā/ at the end of a syllable. In ble, use
the –le suffix, every syllable must have a vowel (job
4).
talks
R-20
LW-12
Use the /ă/ā/ah/, sound the silent l, use the tall-/k/
and the /s/z/. In reading, say taks.
June
R-26
R-7, LW-5
Capitalize the J. Use the silent e that lets the u say
/ū/ (job 1).
ta ble4
3
www.yesphonics.com
Extended Ayres Spelling Words
143
Phonics for English
date
R-7
LW-5
Use the e that lets the a say /ā/ (job 1).
right
write
HH, LW-14
R-7, LW-5
Use the 3-letter /ī/.
Use the 2-letter /r/ used at the beginning of a word,
and the silent e that lets the i say /ī/ (job 1).
road
rode
HH, LW-14
R-7, LW-5
Use the 2-letter /ō/ not used at the end of EW.
Use the silent e that lets the o say /ō/ (job 1).
March
R-26
Capitalize M, use the /ar/ of car and the /ch/k/sh/.
next
Use the /ĕ/ē/ and the /k/s/.
CW
LW-21
in deed
Sound to spell /ĭ/n/. In deed, use the double ee.
Use the /ow/ō/oo/ŭ/ not used at the end of EW.
four
her self
CW
LW-21
In her, use the /er/ of her. In self, use the /ĕ/ē/.
pow er
LW-17
In pow, use the /ow/ō/ used at the end and within
EW. In er, use the /er/ of her.
world
LW-17
Use the /er/ of works. The or may say /er/ after w.
trip
Use the /ĭ/ī/ē/.
wish 2
wish es
2
be cause5
R-10, LW-10
LW-12
Use the /ĭ/ī/ē/ and the /sh/ at the end of a word.
To make wish plural, add the suffix –es.
R-4
R-7, LW-5
CW, LW-21
In be, use the e that says /ē/ at the end of a syllable.
In cause, use the /k/s/, the /au/ not used at the end of
EW, the /s/z/ and the silent e (job 5).
In coun, use the /ow/ō/oo/ŭ/ not used at the end of
EW. In try, use the –y that says /ē/ at the end of a
word.
coun try
R-5
LW-11
meet
meat
LW-14
HH
Use the double ee.
Use the /ē/ĕ/ā/.
LW-17
Sound to spell /ă/n/. In oth, use the /ah/ō/ŭ/oo/, /th/th/.
In er, use the suffix /er/ of her.
4
3
3 2
an oth er
list
www.yesphonics.com
Use the /ĭ/ī/ē/ and /s/z/.
Extended Ayres Spelling Words
144
Phonics for English
peo ple4
R-7, LW-5
LW-27
In peo, the uncommon phonogram eo says /ē/. In ple,
use the –le suffix (job 4).
ev er
LW-17
In ev, sound to spell /ĕ/v/. In er, use the /er/ of her.
2
held
Use the /ĕ/ē/.
church
LW-17
Use the /ch/k/sh/, the /er/ of nurse and /ch/k/sh/.
X
R-7, LW-5
R-7, LW-13
For spelling say the letters ō, n, e (job 5).
For spelling, say ō, n, c, e. The silent e lets the c say
/s/ (job 3). For reading, say wunce.
one5
X
once3
Use the /ow/ō/ used at the beginning, within and at
the end of EW.
2
own
Use the 2-letter /n/ used only at the beginning of a
word and the /ow/ō/ used at the end of EW.
2
know
be fore
were5
1
where5
2
1
there5
here
CW, LW-21
R-7, LW-5
R-7
LW-5
2
dead
In be, use e that says /ē/ at the end of a syllable. In
fore, use the /ah/ō/ŭ/oo/ and the e that lets the o say
/ō/ (job 1).
Use the /er/ of her, and the silent e (job 5).
Use the /wh/, the e and r are sounded separately (not
/er/), put a 1 above the e (job 5).
Use the /th/th/, the e and r (not /er/), put l above e.
Use the /ĕ/ē/ and the e that let the e say /ē/ (job 1).
Use the /ē/ĕ/ā/.
leave2
R-7
LW-5
Use the /ē/ĕ/ā/ and the silent e that keeps the word
from ending in v (job 2).
close
2
close
R-7
LW-5
Use the /k/s/, the /ah/ō/ŭ/oo/, the /s/z/ and the silent e
that lets the o say /ō/ (job 1).
LW-17
flour
In flow, use the /ow/ō/ used at the end of EW. In er,
use the /er/ her.
Use the /ow/ō/oo/ŭ/ not used at the end of EW.
ground
Use the /ow/ō/oo/ŭ/ not used at the end of EW.
flow er
Sequence 33: LW-17, Six Spellings of ER
her
first
the /er/ of her
the /er/ of first
www.yesphonics.com
Use the /er/ of her.
Use the /er/ of first and the /s/z/.
Extended Ayres Spelling Words
145
Phonics for English
nurse5
works
ear ly
2
jour ney
the /er/ of nurse
the /er/ of works
the /er/ of early
Use the /er/ of of nurse, the /s/z/ and e (job 5).
Use the /er/ of works, tall-/k/ and suffix –s.
Use the /er/ of early and the suffix –y that says
/ē/ at the end of a word.
the /er/ of journey
Use the /er/ of journey and the /ā/ē/ used at the
end of EW.
noth ing
In noth, use the /ah/ō/ŭ/oo/ and the /th/th/. Use the
suffix -/ĭ/-/ng/.
such
Use the /s/z/ and the /ch/k/sh/.
morn ing
In morn, use the /or/. Use the suffix /ĭ/-/ng/.
3
how ev er
CW
LW-21
In how, use the /ow/ō/ used at the end of EW. In ev,
sound to spell /ĕ/v/. In er, use the /er/ of her.
shall
R-10, LW-10
R-17, LW-9
Use the /sh/ that is used at the beginning of a word
and the /ă/ā/ah/. At the end of a one-syllable word,
following a single vowel, double the l. TTS: Sound ls.
or der
LW-17
Sound to spell /ō/r/. In der, use the /er/ of her.
third
LW-17
Use the /th/th/ and the /er/ of first.
point
2
with in
3
bod y
Use the /oi/ not used at the end of EW.
CW
LW-21
In with, use /ĭ/ī/ē/ and /th/th/. Sound to spell /ĭ/n/.
R-5
LW-11
In bod, use the /ah/ō/ŭ/oo/. Use suffix –y that says /ē/
at the end of a word.
Sequence 33: LW-18, R-28, ED, Past Tense Ending
land
land ed
Use the /ă/ā/ah/.
Write land; add the suffix –ed.
www.yesphonics.com
Extended Ayres Spelling Words
146
Phonics for English
form
2
formed
Use the /or/ ō, r.
Write form, add the suffix –ed.
push
3
pushed
Use the /ŭ/ū/oo/ and the /sh/ used at the end of a word.
Write push, add the suffix –ed.
Use the /ŭ/ū/oo/ and the /s/z/.
trust
Section M (Sequence 34)
ex tra
R-20
In ex, use the /ĕ/ē/ and /k/s/. TTS: In tra, sound the a
that says /ah/.
dress
R-17
LW-9
Use the /ĕ/ē/. At the end of a one-syllable word
following a single vowel, double the s. TTS: Sound
both s’.
teach
Use the /ĕ/ē/ā/ and the /ch/k/sh/.
be side
R-7, LW-5
CW, LW-21
In be, use e that says /ē/ at the end of a syllable. In
side, use the /s/z/, and e that lets i says /ī/ (job 1).
hap pen
R-29
In hap, use the /ă/ā/ah/. In pen, sound to spell /p/ĕ/n/;
say ĕn, not ĭn.
col lect
R-29
In col, use the /k/s/ and the /ah/ō/ŭ/oo/. In lect, sound
the l, use the /ĕ/ē/ and say /c/t/ distinctly.
file
R-7
LW-5
Use the e that lets the i say /ī/ (job 1).
pro vide
R-4
R-7, LW-5
In pro, use the o that says /ō/ at the end of a syllable.
In vide, use the e that lets the i say /ī/ (job 1).
sight
goes
3
does
Use the /s/z/ and the 3-letter /ī/.
R-20
LW-12
Add the suffix –es to go.
R-20
LW-12
Add the suffix –es to do.
2
stood
www.yesphonics.com
Use the /s/z/ and the /oo/oo/ō/.
Extended Ayres Spelling Words
147
Phonics for English
Sequence 34: LW-20, R-19, I and O Followed by Two Consonants
mind
Use the i that says /ī/ when followed by two consonants.
hold
Use the o that says /ō/ when followed by two consonants.
R-28
LW-18
3
fixed
Use the /ĭ/ī/ē/, the /ks/ (x) and the /ed/d/t/.
born
Use the /or/ ō, r.
deal
Use the /ē/ĕ/ā/.
R-17
LW-9
Use the /ĭ/ī/ē/. At the end of a one-syllable word,
following a single vowel, double the l. TTS: Sound ls.
R-5
LW-11
In ar, use the /ar/ of car. In my, the –y says /ē/.
in come5
R-7
LW-5
Sound to spell /ĭn/. In come, use the /k/s/, the
/ah/ō/ŭ/oo/ and the silent e (job 5).
stole
R-7
LW-5
Use the /ah/ō/ŭ/oo/ and e that lets o say /ō/ (job 1).
tick et
R-25
In tick, use 2-letter /k/ at the end of a word, after a
single vowel that says /ĭ/. Sound to spell /ĕ/t/.
1
R-29
In ac, for spelling, say /ă/ before consonant /k/s/. In
count, sound the /k/s/ and use /ow/ō/oo/ŭ/ not used at
the end of EW. For reading, say /uh/count.
drill
3
ar my
3
ac count
driv en
steam er
In driv, use the /ĭ/ī/ē/. Sound to spell /ĕ/n/.
LW-17
In steam, use the /s/z/ and the /ĕ/ē/ā/. In er, use the
suffix -/er/ of her.
moun tain
In moun, use /ow/ō/oo/ŭ/ not used at the end of EW.
In tain, use 2-letter /a/ not used at the end of EW.
speak
Use the /s/z/, and the /ē/ĕ/ā/ and the tall-/k/.
past
Use the /ă/ā/ah/ and the /s/z/.
www.yesphonics.com
Extended Ayres Spelling Words
148
Phonics for English
might
Use the 3-letter /ī/.
con tract
In con, use the /ah/ō/ŭ/oo/. In tract, use the /ă/ā/ah/;
sound the c and t distinctly.
Sequence 34: LW-19, Rule 2-1-1 Accent Learning Reference Chart
R-15: With a two or more syllable word ending in one vowel and one consonant, double the
last consonant before adding a vowel suffix IF the accent is on the last syllable.
be gin’
-ing
be gin ning
ad mit’
-ed
ad mit ted
ac quit’
-al
ac quit tal
oc cur’
-ence3
oc cur rence3
for got’
-en
for got ten
trans mit’
-er
trans mit ter
re gret’
-ed
re gret ted
com mit’
-ee
com mit tee
ex cel’
-ent
ex cel lent
2nd syllable not accented with a vowel suffix:
en ter
-ing
en ter ing
trav el
-er
trav el er
2+ syllables with a consontant suffix:
com mit’
pay
paid
-ment
R-18
www.yesphonics.com
com mit ment
Use the 2-letter /ā/ used at th end of EW.
Use the 2-letter /ā/ not used at the end of EW.
Extended Ayres Spelling Words
149
Phonics for English
un a ble4
R-7
LW-5
Sound to spell /ŭ/n/. For a, use a that says /ā/ at the
end of a syllable. In ble, use the –le suffix (job 4).
Sequence 34: LW-3, Syllables
1
3
prêt ty
In prêt, use the /ĕ/ē/. In ty, sound the t and use the suffix –y that says /ē/.
re al
In re, the r and e are sounded separately; use the e that says /ē/ at the end of
a syllable. In al, sound the a to say /ă/ before the consonant l.
rail road
In rail, use the 2-letter /ā/ not used at the end of EW. In road, use the 2letter /ō/ not used at the end of EW.
re cov er
In re, use the e that says /ē/ at the end of a syllable. In cov, use the /k/s/ and
the /ah/ō/ŭ/oo/. In er, use the /er/ of her.
3
2
moth er
In moth, use the /ah/ō/ŭ/oo/ and the /th/th/. In er, use the /er/ of her.
en joy
In the prefix en, sound to spell /ĕ/n/. In the root word joy, use the /oy/ that
we use at the end of EW.
4
joy ous
Write joy (R-24: oy); add the vowel suffix –ous. In –ous, use the /ow/ō/oo/ŭ/
not used at the end of EW.
en joy ment
Write enjoy (R-24: oy); add the consonant suffix –ment.
Sequence 34: LW-22, OUGH “Wild” Phonogram Team
5
bought
5
brought
LW-22
LW-22
Use the /ō/-/oo/, /uff/-/off/, /aw/-/ow/.
Use the /ō/-/oo/, /uff/-/off/, /aw/-/ow/.
less
R-17
LW-9
Use the /ĕ/ē/. At the end of a one-syllable word
following a single vowel, double the s. TTS: Sound
both s’.
e vent
R-4
Use the e that says /ē/ at the end of a syllable. In
vent, sound to spell /v/ē/n/t/.
2
Use the /oo/oo/ō/ and the tall-/k/.
took
true2
R-7
LW-5
Use the /ŭ/ū/oo/ and the silent e that keeps the word
from ending in u (job 2).
a gain
R-4
Stress the a to say /ā/ at the end of a syllable. In gain,
use the 2-letter /ā/ not used at the end of EW. For
spelling, say /ā/gain. For reading, say /uh/gen.
www.yesphonics.com
Extended Ayres Spelling Words
150
Phonics for English
in form
CW
LW-21
Sound to spell /ĭ/n/. In form, use the /or/ō, r.
both
R-19
LW-20
Use the o that says /ō/ when followed by two
consonants and the /th/th/.
3
month
Use the /ah/ō/ŭ/oo/ and the /th/th/.
heart
For spelling, sound each phonogram /h/-/ĕ/-/ar/-/t/.
For reading, say hart. The e is silent.
un der stand
Sound to spell /ŭ/n/. In der, use the /er/ of her. In
stand, use the /s/z/ and the /ă/ā/ah/.
who
For spelling, say /wh/oo/. For reading, say /h/oo/.
mem ber
LW-17
3
Sound to spell /m/ĕ/m/. In ber, use the /er/ of her.
great
Use the /ē/ĕ/ā/.
child
Use the /ch/k/sh/ and the i that says /ī/ followed by
two consonants.
In chil, use the /ch/k/sh/ and /ĭ/ī/ē/. In dren, sound to
spell /d/r/ĕ/n/. Often the root in one syllable.
chil dren
1
build
1
built
To spell, sound /b/-/ŭ/-/ĭ/-/l/-/d/; say bild.
To spell, sound /b/-/ŭ/-/ĭ/-/l/-/t/; say bilt.
fol low
R-29
In fol, use the /ah/ō/ŭ/oo/. In low, sound the /l/ and use
the /ow/ō/ used at the end of EW.
charge3
R-7, LW-5
R-3, LW-13
Use the /ch/k/sh/, the /ar/ of car, the /g/j/ and the
silent e that lets the g say /j/ (job 3).
says
R-18
R-20
LW-12
Use the /s/z/, the 2-letter /ā/ used at the end of EW
and the suffix –s. For spelling, say says. For reading,
say sez.
case
R-7
LW-5
Use the /k/s/, the /ă/ā/ah/, the /s/z/ and the silent e
that lets the a say /ā/ (job 1).
while
R-7
LW-5
Use the /wh/ and the e that lets the i say /ī/.
re turn
R-4
LW-17
In re, use the e that says /ē/ at the end of a syllable.
In turn, use the /er/ of nurse.
of fice3
R-7, LW-5
R-2, LW-13
In of, use the /ah/ō/ŭ/oo/. In fice, sound the /f/, use the
/ĭ/ī/ē/ and the silent e that lets the c say /s/ (job 3).
2
www.yesphonics.com
Extended Ayres Spelling Words
151
Phonics for English
R-26
R-17, LW-9
Capitalize M. Use the /ĭ/ī/ē/. At the end of a onesyllable word, followed by a single vowel, double the
s; sound both s’.
die
2
died
R-9
LW-26
Use the /ē/ī/ (the /ī/ of pie).
change
R-7, LW-5
chang ing
R-16, LW-15
Miss
miss
2
3
2
mon ey
Use the /ch/k/sh/; write the letters a, n, g, e. The
silent e let the a say /ā/ (job 1) and the g say /j/ (job 3).
Mark only job 1.
Write change without the e and add the vowel suffix /ĭ/-/ng/.
In mon, use the /ah/ō/ŭ/oo/. In ey, use the /ā/ē/ that is
used at the end of EW.
R-18
2
Use the /oo/ū/ used at the end of EW.
few
2
please5
2
pleas ant
Use the /ē/ĕ/ā/, the /s/z/ and the silent e (job 5).
Write please without the e and add the vowel suffix /ă/n/t/.
R-7, LW-5
R-16, LW-15
In pic, use the /ĭ/ī/ē/ and the /k/s/. In ture, use the
silent e that lets the u say /ū/ (job 1).
pic ture
pitch
R-23
pitch er
LW-17
Use the 3-letter /ch/ after a single vowel that says /ă/.
TTS: Say /t/-/ch/.
Write pitch and add the suffix of /er/ of her.
read y
R-5
LW-11
In read, use the /ē/ĕ/ā/. In y, use the suffix –y that
says /ē/ at the end of a word.
o mit
R-4
Use the o that says /ō/ at the end of a syllable. In mit,
sound to spell /m/ĭ/t/.
2
3
Section N (Sequence 35)
Prefixes and Suffixes: At various times, assign 3 prefixes and 3 suffixes. Then have the
students search their spelling notebooks for root words to which they may add derivatives.
See: Prefixes and Suffixes List, p. 109
1
3
an y way
R-18
CW, LW-21
Sound to spell /ă/n/. Use the suffix –y that says /ē/. In
way, use 2-letter /ā/ used at the end of EW.
ex cept
In ex, use the /ĕ/ē/ and /ks/. In cept, use the /k/s/ and
the /ĕ/ē/.
ant
aunt
Sound the phonograms to spell the word /ă/n/t/.
Use the /au/ not used at the end of EW. For spelling,
say /au/nt. For reading, say ant.
www.yesphonics.com
Extended Ayres Spelling Words
152
Phonics for English
cap ture
R-7
LW-5
In cap, use the /k/s/ and the /ă/ā/ah/. In ture, use the
silent e that lets the u say /ū/ (job 1).
wrote
R-7
LW-5
Use the 2-letter /r/ used at the beginning of a word,
and the silent e that lets the o say /ō/ (job 1).
else5
R-7
LW-5
Say the letters to spell the word ē, l, s ē (job 5).
of fer
R-29
Sound to spell /ah/f/. In fer, sound the /f/ and use the
/er/ of her.
3
Use the /ah/ō/ŭ/oo/.
front
suf fer
R-29
Sound to spell /s/ŭ/f/. In fer, sound the /f/ and use the
/er/ of her.
R-23: The dge (3-letter /j/) may be used only after a root word after a single vowel that says
its first sound, /ă/-/ĕ/-/ĭ/-/ŏ/-/ŭ/.
badge
Use the 3-letter /j/ after a single vowel that says /ă/. The e lets the g say /j/.
edge
Use the 3-letter /j/ after a single vowel that says /ĕ/. The e lets the g say /j/.
bridge
Use the 3-letter /j/ after a single vowel that says /ĭ/. The e lets the g say /j/.
lodge
Use the 3-letter /j/ after a single vowel that says /ah/. The e lets the g say /j/.
fudge
Use the 3-letter /j/ after a single vowel that says /ŭ/. The e lets the g say /j/.
1
3
car ry
R-5
LW-11
In cen, use the /k/s/ and the /ĕ/ē/. In ter, use the /er/ of
her.
cen ter
rule
In car, use the /k/s/, the a and r are sounded
separately (not /ar/). Mark 1 over the a to show the
first sound. In ry, use the suffix –y that says /ē/.
R-7, LW-5
chain
2
death
www.yesphonics.com
Use the e that lets the u say /ū/ (job 1).
Use the /ch/k/sh/ and the 2-letter /ā/ not used at the
end of EW.
Use the /ē/ĕ/ā/ and the /th/th/.
Extended Ayres Spelling Words
153
Phonics for English
learn
LW-17
Use the /er/ of early.
won der
LW-17
In won, use the /ah/ō/ŭ/oo/. In der, use the /er/ of her.
tire
R-7
LW-5
Say tire in one syllable, not ti er (job 1).
pair
2
pear
(two)
(eat)
Use the 2-letter /ā/ not used at the end of EW. Use
the /ē/ĕ/ā/.
check
R-25
Use the /ch/k/sh/, the /ĕ/ē/ and the 2-letter /k/ used at
the end of a word after a single vowel that says /ĕ/.
prove2
R-7
LW-5
Use the /ah/ō/ŭ/oo/ and the silent e that keeps the
word from ending in v (job 2).
hear
heard
LW-17
Use the /ē/ĕ/ā/.
Use the /er/ of early.
3
4
Sound to spell /ĭ/n/. In spect, use the /s/z/, the /ĕ/ē/;
sound the ct.
in spect
R-7
LW-5
write
Use the 2-letter /r/ used at the beginning of a word,
and the silent e that lets the i say /ī/ (job 1).
In ex, use the /ĕ/ē/ and the /ks/ (x). In pect, use the
/ĕ/ē/; sound ct.
ex pect
Sequence 35: LW-21, R-21/22, L Dismiss Rule
al so
3
Sound to spell /a/l/. In so, use the /s/z/ and the o that says /ō/ at the end of a
syllable.
3
al most
3
Sound to spell /a/l/. In most, use the o that may say /ō/ when followed by two
consonants and the /s/z/.
3
Sound to spell /a/l/. In ways, use the 2-letter /ā/ used as the end of EW and
the suffix –s.
al ways
3
hope ful
3
3
3
In hope, use the /ah/ō/ŭ/oo/ and the silent e that lets o say /ō/. Sound to spell
/f/ŭ/l/ (job 1).
cup ful
In cup, use the /k/s/ and the /ŭ/ū/oo/. Sound to spell /f/ŭ/l/ (job 1).
un til
Sound to spell /ŭ/n/. Sound to spell /t/ĭ/l/.
www.yesphonics.com
Extended Ayres Spelling Words
154
Phonics for English
3
Sound to spell /a/l/l/. In right, use the 3-letter /ī/.
3
Sound to spell /a/l/l/. In wrong, use the 2-letter /r/ used at the beginning of a
word, the /ah/ō/ŭ/oo/ and the /ng/.
all right
all wrong
3
3
Sequence 35: LW-21, Compound Words
some5thing
In some, use the /ah/ō/ŭ/oo/ and the silent e (job 5). In
thing, use the /th/th/ and the /ĭ/-/ng/.
need
Use the double ee.
3
2
thus
Use the /th/th/, the /ŭ/ū/oo/ and the /s/z/.
wo man
In wo, use the o that says /ō/ at the end of a syllable.
In man, use the /ă/ā/ah/.
plan
Use the /ă/ā/ah/.
young
Use the /y/ĭ/ī/ē/, the /ow/ō/oo/ŭ/ not used at the end of
EW and the /ng/.
fair
fare
Use the 2-letter /ā/ not used at the end of EW. Use
the e that lets a say /ā/ (job 1).
dol lar
In dol, use the /ah/ō/ŭ/oo/. In lar, sound the /l/ and use
the /ar/ of car. For spelling, say lar. For reading, say
only the l in the accented syllable dol.
eve ning
In eve, use the /ĕ/ē/ and the e that keeps the word
from ending in v (job 2). Sound to spell /n/ĭ/-/ng/.
plan
Use the /ă/ā/ah/.
broke
Use the /ah/ō/ŭ/oo/, the tall-/k/ and the e that lets the
o say /ō/ (job 1).
feel
Use the double ee.
4
X
sure
R-7
LW-5
least
www.yesphonics.com
The /s/z/ says /sh/; use the e that lets the u say /ū/ (job
1).
Use the /ē/ĕ/ā/ and the /s/z/.
Extended Ayres Spelling Words
155
Phonics for English
sor ry
R-29
R-20, LW-12
In sor, the o and r are sounded separately (not /or/).
In ry, sound the /r/ and use suffix –y says /ē/.
God
R-26
Use the /ah/ō/ŭ/oo/.
1
3
In teach, use the /ē/ĕ/ā/ and /ch/k/sh/. In er, use the
suffix /er/ of her.
teach er
stud y
R-5
LW-11
In stud, use the /s/z/ and the /ŭ/ū/oo/. Use the –y that
says ē at the end of a word.
him self
CW
LW-21
Sound to spell /h/ĭ/m/. In self, use /s/z/ and /ĕ/ē/.
use
R-7
LW-5
Use the /s/z/ and the u that lets u say /ū/ (job 1).
No vem ber
R-26
Capitalize N and use the o that says /ō/ at the end of
a syllable. Sound to spell /v/ĕ/m/. In ber, use the /er/
of her.
3
2
In sub, use the /ŭ/ū/oo/. In ject, use the /ĕ/ē/ and say
ct distinctly.
sub ject
R-26
Capitalize A, use the a that says /ā/ at the end of a
syllable. In pril, use the /ĭ/ī/ē/.
R-5
LW-11
In his, use the /ĭ/ī/ē/. In to, for spelling accent o to say
/ō/. In ry, sound the /r/ and use –y that says /ē/.
cause5
R-7
LW-5
Use the /k/s/, the /au/ not used at the end of EW, the
/s/z/ and the silent e (job 5).
mat ter
R-29
Sound to spell /m/ă/t/. In ter, use the /t/ and use the
/er/ of her.
A pril
3
his to ry
2
nor, or
Use the /o/r/. Explain the meanings.
5
thought
LW-22
Use the /th/th/, /ō/- /oo/, /uff/-/off/, /aw/-/ow/.
In per, use the /er/ of her. In son, use the /s/z/ and the
/ah/ō/ŭ/oo/.
3
per son
3
Jan u ar y
R-26, 4
R-5, LW-11
mean
www.yesphonics.com
In Jan, capitalize J, use the /ă/ā/ah/. Use the u that
says /ū/ at the end of a syllable. In ar, use the /ar/ of
car. Use the suffix –y that says /ē/.
Use the /ē/ĕ/ā/.
Extended Ayres Spelling Words
156
Phonics for English
vote
R-7
LW-5
Use the e that lets the o say /ō/ (job 1).
court
Use the /k/s/ and the /ow/ō/oo/ŭ/ not used at the end of
EW.
hear
Use the /ē/ĕ/ā/.
Sequence 35: LW-23, R-24 (Y’s Suffixes) Y’s Exchange Rule
3
cop y
2
cop ies
2
cop ied
3
cop y ing
Use the /ah/ō/ŭ/oo/ and suffix –y that says /ē/.
Write copy, change the y to i; add suffix –es.
Write copy, change the y to i; add suffix –ed.
Write copy, add suffix -/ĭ/-/ng/.
2
The y not the i is used at the end of EW.
Write try, change the y to i; add suffix –es.
Write try, change the y to i; add suffix –ed.
Write try, add suffix -/ĭ/-/ng/.
2
The y not the i is used at the end of EW.
Write cry, change the y to i; add suffix –es.
Write cry, change the y to i; add suffix –ed.
Write cry, add suffix -/ĭ/-/ng/.
try
2
tries
2 2
tried
try2 ing
cry
2
cries
2 2
cried
2
cry ing
act
Use the /ă/ā/ah/; say the c and t distinctly.
been
Use the double ee. For spelling, say been. For
reading, say bin.
fifth
Use the /ĭ/ī/ē/ and the /th/th/.
yes ter day
R-18
a mong
2 3
In yes, use the /y /ĭ/ī/ē/, the /ĕ/ē/ and /s/z/. In ter, use
the /er/ of her. In day, use the 2-letter /ā/ used at the
end of EW.
TTS: Stress the a to say /ā/. In mong, use the
/ah/ō/ŭ/oo/ and the /ng/. For spelling, say /ā/mong. For
reading, say /uh/mong.
rea son
In rea, use the /ē/ĕ/ā/. In son, use the /ah/ō/ŭ/oo/.
doc tor
In doc, use the /ah/ō/ŭ/oo/ and /k/s/. In tor, use and
say /or/, not /er/.
www.yesphonics.com
Extended Ayres Spelling Words
157
Phonics for English
R-7
LW-5
size
Use the /s/z/, the /ĭ/ī/ē/, the /z/ and the e that lets the i
say /ī/ (job 1).
3
In doz, use the /ah/ō/ŭ/oo/ and /z/. Say /ĕ/n/.
doz en
or gan ize
R-7
or gan iz ing
R-16, LW-15
cit i zen
Sound to spell /ō/r/. In gan, sound to spell /g/ă/n/. In
ize, use the e that lets the i say /ī/ (job 1).
Write organize without the e, add suffix -/ĭ/-/ng/.
In cit, use the /k/s/ and /ĭ/ī/ē/. Use /ī/. Sound /z/ĕ/n/.
De cem ber
R-26
In De, capitalize the D, use e that says /ē/ at the end
of a syllable. In cem, use the /k/s/ and /ĕ/ē/. In ber use
the /er/ of her.
tax es
R-20
LW-12
Write tax; add suffix –es.
Sequence 35: LW-26, R-9 IE or EI Question
piece3
2
pie
Use the /ē/ī/, and the silent e that lets the c say /s/ (job 3).
Use the /ē/ī/.
X
Use the /ē/ī/. (Exception: The ie says /ĕ/.)
mov ie
4
In mov, /ah/ō/ŭ/oo/. In ie, use the suffix -/ē/ī/.
their
Use the /th/th/ and /ā/ē/.
friend
2
X
lei sure
In lei, use the /ā/ē/. In sure, the /s/z/ says /sh/ (job 1).
ceil ing
In ceil, use the /ā/ē/. Use the suffix, -/ĭ/-/ng/.
X
3
feist y
X
for eign
In feist, use the /ā/ē/ (ei). Some of the ei words say /ī/.
In eign, the /ā/ē/ (ei) is schwa, stress it to say /ā/; the gn is 2-letter /n/ used at
the beginning and end of a root word.
num ber
Sound to spell /n/ŭ/m/. In ber, use the /er/ of her.
Oc to ber
In Oc, capitalize the O, use /k/s/. In to, use the o that
says /ō/ at end of a syllable. In ber, use /er/ of her.
Sequence 36: LW-15, R-16, E’s Dropping Rule
www.yesphonics.com
Extended Ayres Spelling Words
158
Phonics for English
no tice3
Use /ō/ at the end of a syllable. In tice, use the silent e that lets the c
say /s/ (job 3).
Write notice without the e; add suffix -/ĭ/-/ng/.
no tic ing
change
Use the /ch/k/sh/ and the e that lets the a say /ā/ (job 1) and the g says
/j/ (job 3). Mark only job 1.
Write change and add the suffix –a ble4 (job 5).
change a ble4
2
dye5
2
dye5 ing
Use the /y/ĭ/ī/ē/ that says /ī/ and the silent e (job 5).
Write dye and add the suffix -/ĭ/-/ng/.
lone
3
lone ly
Use the silent e that lets the o say /ō/ (job 1).
Write lone and add suffix –ly.
Sequence 36: LW-24, Contractions Reference Chart
do not = don’t
does not = doesn’t
did not = didn’t
will not = won’t
can not = can’t
is not = isn’t
was not = wasn’t
were not = weren’t
has not = hasn’t
have not = haven’t
had not = hadn’t
I am = I’m
he is = he’s
it is = it’s
you are = you’re
they are = they’re
are not = aren’t
I have = I’ve
you have = you’ve
we have = we’ve
they have = they’ve
I would = I’d
you would = you’d
we would = we’d
I will = I’ll
he will = he’ll
you will = you’ll
we will = we’ll
they will = they’ll
who is = who’s
what is = what’s
where is = where’s
here is = here’s
there is = there’s
Sequence 36: LW-25, Comparative Words Reference Chart
big
2
low
old
kind
hot
true2
long
3
eas y
big ger
2
low er
old er
kind er
hot ter
tru er
long er
eas i er
www.yesphonics.com
big gest
2
low est
old est
kind est
hot test
tru est
long est
eas i est
Extended Ayres Spelling Words
159
Phonics for English
3
hap py
2
good
bad
3
great
hap pi er
bet ter
worse5
3
great er
hap pi est
best
worst
3
great est
Sequence 37: Worksheet Completion
Complete the worksheets for reference, as appropriate. Find words by searching the
spelling notebooks, from reading material, word searches or other sources. All of the
worksheets may not be completed by beginning students, the teacher may fill in parts of
them for future reference.
Spelling Section N is usually the last spelling section for level one, first grade.
Extend the spelling list as needed by adding derivatives to root words in the spelling
notebooks and from reading material.
www.yesphonics.com
Extended Ayres Spelling Words
160
Phonics for English
Level Two (Sections O-R)
Second Grade
Review
Remedial
Others
Sequence 38: Cursive Writing
Section O (Sequence 39)
eight
Use the 4-letter /ā/.
a fraid
R-4
TTS: Stress the a to say /ā/. In fraid, use the 2-letter
/ā/. In reading, say /uh/fraid.
un cle4
R-7
LW-5
Job 4.
LW-17
In rath, use /th/th/. Use the /er/ of her.
R-4
TTS: Stress the a to say /ā/. In board, use the 2-letter
/ō/ not used at the end of an English word. In
spelling, say /ā/board. In reading, say /uh/board.
2
rath er
3
com fort
a board
jail
Use the 2-letter /ā/ not used at the end of EW.
shed
R-10
LW-10
Use the /sh/ used at the beginning of a word.
re tire
R-4
R-7, LW-5
In re, use the e that says /ē/ at the end of a syllable.
Say tire in one syllable, not ti er (job 1).
re fuse
R-4
R-7, LW-5
Use the silent e that lets the u say /ū/ (job 1).
dis trict
re strain
Say the ct distinctly.
R-4
www.yesphonics.com
Use the 2-letter /ā/ not used at the end of EW.
Extended Ayres Spelling Words
161
Phonics for English
royal
2
please5
2 2
pleas ure
3
na vy
The /oy/ may be used within a word.
R-7, LW-5
R-16, LW-15
Use the /ē/ĕ/ā/, the /s/z/ and the silent e (job 5).
Write please without the e and add suffix –ure.
R-4/5
LW-11
Use the suffix –y that says /ē/.
2
Use the /ow/ō/oo/ŭ/ and /th/th/.
fourth
In pop, sound to spell /p/ah/p/. Use /ū/ at the end of a
syllable. Use silent e that lets the a say /ā/ (job 1).
Write populate without e; add suffix –ion. The t joins
the i to form tall-letter /sh/ used at the beginning of
any syllable after the first one.
pop u late
R-5, LW-5
pop u la tion
R-4, 11, LW-10
prop er
LW-17
Sound to spell /p/r/ah/p/. Use the /er/ of her.
judge
R-23
Use the 3-letter /j/.
weath er
LW-17
Use the /ē/ĕ/ā/, the /th/th/ and the /er/ her.
worth
LW-17
Use the /er/ of works and the /th/th/.
2
2
3
con tain
Use the 2-letter /ā/ not used at the end of EW.
fig ure
R-7
LW-5
Use the silent e that lets the u say /ū/ (job 1).
sud den
R-29
Sound the /d/ in both syllables.
R-5
LW-11
In for, use the /o/r/. In ty, suffix –y says /ē/.
3
for ty
2
in stead
2
throw
3
per son al
www.yesphonics.com
Use the /ē/ĕ/ā/.
Use the /th/th/ and /ow/ō/ used at the end of EW.
In per, use the /er/ of her.
Extended Ayres Spelling Words
162
Phonics for English
3
ev er y thing
R-5
CW, LW-21
Sound /ĕ/v/. Use the /er/ of her. Suffix –y says /ē/. In
thing, use the /th/th/ and /ĭ/-/ng/.
Sequence 39: LW-10, R-11, SH, TI, SI, CI Say /SH/
quest
Write q with u; sound to spell /ĕ/s/t/.
3
ques tion
Write quest; add vowel suffix –ion. The t joined the i to form tall-letter /sh/
used at the beginning of any syllable after the first one.
ob ject
Sound to spell /ah/b/. In ject, sound the ct distinctly.
3
ob jec tion
Write object; add vowel suffix –ion. The t joins the i to form the tall-letter /sh/
used at the beginning of any syllable after first one.
e lect
Use /ē/ at the end of a syllable (R-4). Say ct distinctly.
3
e lec tion
Write elect; add vowel suffix –ion. The t joined the i to form tall-letter /sh/
used at beginning of any syllable after the first one.
di rect
In di, the i may say /ī/ at the end of a syllable (R-5).
3
di rec tion
3
na tion
Use /ā/ at the end of a syllable. In tion, use tall-letter /sh/ used at the
beginning of any syllable after the first one.
3
man sion
2 3
ex cur sion
1
Write direct; add vowel suffix –ion. In tion, the t joins the i to form tall-letter
/sh/ used at the beginning of any syllable after the first one.
spe cial
Sound to spell /m/ă/n/. In sion, use the /sh/-/zh/ (that says /sh/) used at the
beginning of any syllable after the first one.
Sound to spell /ē/ks/. In cur, use the /er/ of nurse. In sion, use the /sh/-/zh/
(that say /zh/) used at the beginning of any syllable after the first one.
Sound to spell /s/p/ĕ/. In cial, use short-letter /sh/ used at the beginning of any
syllable after the first one.
www.yesphonics.com
Extended Ayres Spelling Words
163
Phonics for English
R-9
LW-26
chief
per fect
Use the /ch/k/sh/ and the /ē/ī/ (piece).
Use the /er/ of her. Say the ct distinctly.
3
sec ond
R-7
LW-5
Use the silent e that lets the i say /ī/ (job 1).
far ther
LW-17
In far, use the /ar/ of car. In ther, use the /th/th/ and
the /er/ of her.
in tend
CW
LW-21
slide
2
3
3
com pan y
quit
quite
qui et
3
none5
R-5
LW-11
Sound /c/ŏ/m/. Sound /p/ă/n/. Suffix –y says /ē/.
R-1, R-5
R-1
R-7, LW-5
R-1
Write q with u.
Write q with u and use the silent e that lets the i say
/ī/ (job 1).
Write q with u. Use the /ī/ at the end of a syllable.
R-7
LW-5
Job 5.
knee
Use the 2-letter /n/ used at the beginning of a word
and the double ee.
knock
Use the 2-letter /n/ used at the beginning of a word
and the 2-letter /k/ used at the end of a word after a
single vowel that says /ah/.
2
Use the 2-letter /n/ used at the beginning of a word
and the /oo/ū/ used at the end of EW.
2
Use the 2-letter /n/ used at the beginning of a word
and the /ow/ō/ used at the end of EW.
knew
know
re main
R-4
Use the 2-letter /ā/ not used at the end of EW.
1
R-29
TTS: Stress the a to say /ă/ before the consonant p. In
pear, sound the /p/ and use the /ē/ĕ/ā/.
R-5
LW-11
Use the /er/ of her. Use suffix –y that says /ē/.
ap pear
3
lib er ty
www.yesphonics.com
Extended Ayres Spelling Words
164
Phonics for English
3
e nough
R-4
LW-22
Use /ē/. Use /ō/-/oo/, /uff/-/off/, /aw/-/ow/.
fact
Say the ct distinctly.
board
Use the 2-letter /ō/ not used at the end of EW.
R-26
Capitalize the S as it is the name of a month. Use the
/er/ her.
R-4
R-11, LW-10
Use /ā/ at the end of syllable. Use tall-letter /sh/ used
at the beginning of any syllable after the first one.
at tend
1
R-29
TTS: Stress the a to say /ă/ before the consonant t.
be tween
R-4
Use /ē/ at the end of a syllable. Use the double ee.
Sep tem ber
3
sta tion
pub lic
mu sic
R-4
pic nic
X
friend
X
friend ship
3
po lice3
R-9, LW-26
R-10, LW-10
R-2
LW-13
TTS: Say, pō lece.
In dur, the ŭ and r are sounded separately, not /ur/.
Use the /ĭ/-/ng/.
X
dur ing
2
Sound to spell /p/ū/b/. In lic, use the /k/s/.
Use /ū/ at the end of syllable. In sic, use the /s/z/, the
/ĭ/ī/ē/ and the /k/s/.
Sound to spell /p/ĭ/c/ /n/ĭ/c/.
Exception: The ie says /ĭ/.
Use the /sh/ used at the beginning of a word, at the
end of a syllable, but not at the beginning of any
syllable after the first one, except for the ending
–ship.
through
LW-22
Use the /th/th/ and /ō/-/oo/, /uff/-/off/, /aw/-/ow/.
un til
R-21/2
LW-21
Till has one l when added to another syllable.
mad am
true2
3
tru ly
R-7, LW-5
R-16, LW-15
www.yesphonics.com
Use the silent e that keeps the word from ending in u
(job 2).
Exception: The silent e is dropped with a consonant
suffix. Use the suffix –y that says /ē/.
Extended Ayres Spelling Words
165
Phonics for English
X
whole
hole
LW-14
HH
Use the /wh/ (blow a feather off your hand with /wh/)
sound the silent /w/ and use the silent e that lets o
say /ō/ (job 1). For reading, say hole.
Use the silent e that lets the o say /ō/.
In ad, sound to spell /ă/d/. In dress, sound the /d/. At
the end of one-syllable words, following a single
vowel, s is usually doubled.
ad dress
R-29
R-17, LW-9
guess
R-17
LW-9
Use the /g/ of guilty guy and rule 17.
re quest
R-4, 1
Use /ē/ at the end of a syllable. Write q with u.
raise5
R-7
LW-5
Use the 2-letter /ā/ and the silent e (job 5).
Au gust
R-26
Capitalize A, use the /au/ not used at the end of EW.
In gust, use the/g/ of guilty guy.
Tues day
R-26, 18
In Tues, capitalize T. In day, use the 2-letter /ā/ used
at the end of EW.
struck
R-25
Use the 2-letter /k/ used at the end of a root word
after a single vowel that says /ŭ/.
get ting
R-29
R-14, LW-16
With a one syllable word ending in one vowel and one
consonant, double the last consonant before adding
the vowel suffix -/ĭ/-/ng/.
don’t
LW-24
Contraction.
Thurs day
R-26, 18
LW-17
In Thurs, capitalize the T and use the /er/ of nurse. In
day, use the 2-letter /ā/ used at the end of EW.
2
Section P (Sequence 39)
spend
Sound to spell /ĕ/n/. In joy, use the /oy/ used at the
end of EW.
en joy
joy ful
R-21/2
LW-21
In joy, use the /oy/ used at the end of EW. Write full
with one l when it is added to another syllable.
awe5
R-7, LW-5
Use the /aw/ that we may use at the end and also at
the beginning of EW; use silent e (job 5).
3
www.yesphonics.com
Extended Ayres Spelling Words
166
Phonics for English
aw ful
R-21/2
LW-21
In aw, the no function e is dropped before a
consonant suffix. Write ful with one l when it is
added to anther syllable.
u su al
R-4
The u says /ū/ at the end of the first two syllables.
3
3
com plaint
au to
Use the 2-letter /ā/ not used at the end of EW.
R-4
3
va ca tion
Use the /au/ not used at the end of EW. In to, us the
/ō/ at the end of a syllable.
R-4
R-11, LW-10
flight
Use the 3-letter /ī/.
trav el
TTS: Sound the unstressed /ĕ/-/l/.
rap id
em pire
R-7
LW-5
Sound to spell /ĕ/m/. Use the silent e that lets the i
say /ī/ (job 1).
re pair
R-4
Use /ē/ at the end of a syllable. In pair, use the 2letter /ā/ not used at the end of EW.
trou ble4
4
R-7, LW-5
trou bling
im por tant
im por tance3
4
R-16, LW-15
In trou, use the /ow/ō/oo/ŭ/ not used at the end of EW.
In ble, use the –le4 suffix (job 4).
Write trouble without the e and add suffix -/ĭ/-/ng/.
R-3, 7
Use the silent e that lets the c say /s/ (job 3).
car ry
R-29, 5
LW-11
R-24, LW-23
In car, the a and r are sounded separately, not /ar/. In
ry, sound the /r/ and use suffix –y that says /ē/.
Write carry, change the y to i, add suffix –ed.
loss
R-17
LW-9
At the end of a one-syllable word, after a single
vowel, the s is usually doubled. TTS: Sound both s’.
for tune
R-7
LW-5
Use the /or/. Use silent e that lets u say /ū/ (job 1).
R-18
In may, root words do not end in the letter a saying
/ā/; the /ay/ is used most often. TTS: In or, say /or/.
For reading, say /er/.
1
3
2
car ried
may or
wait
www.yesphonics.com
Use the 2-letter /ā/ not used at the end of EW.
Extended Ayres Spelling Words
167
Phonics for English
beg
de gree
R-4
Use /ē/ at the end of a syllable. In gree, use the
double ee.
R-3, LW-13
R-7, LW-5
In –gine, use the /g/j/, the i that lets g say /j/, use the
silent e; it has no job (job 5).
2 3
pris on
en gine5
vis it
guest
Use the /g/ of guilty guy.
de part ment
R-4
ob tain
3
fam i ly
In part, use the /ar/ of car.
Use the 2-letter /ā/ not used at the end of EW.
R-5
LW-11
The i may say /ĭ/ at the end of a syllable. Use the
suffix –y that says /ē/ at the end of a word.
fa vor
Use /ā/ at the end of a syllable. In vor, say /or/. For
reading, say /er/.
Mrs.
Write the abbreviation. For readying, say Mis us.
2
hus band
a mount
R-4
hu man
R-4
2
R-5
vi ew
clerk
2
though
TTS: Stress to say /ā/ at the end of a syllable. In
mount, use the /ow/ō/oo/ŭ/. For spelling, say /ā/mount.
For reading, say /uh/mount.
In vi, the i may say /ĭ/ at the end of a syllable. In ew,
use the /oo/ū/ used at the end of EW.
Use the /er/ of her and the tall-/k/.
LW-22
www.yesphonics.com
Use the /th/th/ and /ō/-/oo/, /uff/-/off/, /aw/-/ow/.
Extended Ayres Spelling Words
168
Phonics for English
o'clock =
o(f the) clock
R-4
Use /ō/’. In clock, use the 2-letter /k/ used at the end
of a word, after a single vowel that says /ah/.
sup port
R-29
Sound to spell /s/ŭ/p/. In port, sound the /p/ and use
the /or/ o, r.
does
R-20
LW-12
Write do and add suffix –es. For spelling, say each
sound /d/oo/ĕ/s/. For reading, say dŭs.
re gard
R-4
Use /ē/ at the end of a syllable. Use the /ar/ of car.
es cape
R-7
LW-5
Sound to spell /ĕ/s/. In cape, use the silent e that lets
the a say /ā/ (job 1).
since3
R-2,7
LW-13, 5
Use the silent e that lets the c say /s/ (job 3).
3
which
Use the /wh/ and the /ch/k/sh/.
length
Use the /ng/ and the /th/th/.
de stroy
2
re ply
2
2
news pa per
R-4
Use the /ē/. In story, use the /oy/ that may be used at
the end of EW.
R-4, 6
LW-7
The y not i is used at the end of EW.
CW
LW-21
In news, use the /oo/ū/ used at the end of EW; add
suffix –s. In pa, use /ā/ at the end of a syllable. In er,
use the /er/ of her.
an swer
Sound to spell /ă/n/. TTS: In swer, sound the silent
/w/ and use the /er/ of her.
o blige
Use /ō/. In blige, use the silent e that lets the i say /ī/
(job 1) and lets the g say /j/ (job 3). Mark only job 1.
Sequence 39: LW-27, Other (Uncommon) Phonograms
2
beau
In beau, use the phonogram /ū/ō/ (eau) that says /ō/.
3
beau ty
In beau, use the phonogram /ū/ō/ (eau) that says /ū/. In ty, use the
suffix –y that says /ē/ at the end of a word.
3
beau ti ful
In beau, use the phonogram /ū/ō/ (eau) that says /ū/. In ti, sound /t/ĭ/.
When full is written as a suffix, use one l.
www.yesphonics.com
Extended Ayres Spelling Words
169
Phonics for English
daugh ter
In daugh, use the phonogram /au/af/ (augh) that says /au/. In ter, use the
suffix /er/ of her.
3
naugh ty
In naugh, use the phonogram /au/af/ (augh) that says /au/. In ty, use the
suffix –y that says /ē/ at the end of a word.
taught
Use the phonogram /au/af/ (augh) that says /au/.
2
Use the phonogram /au/af/ (augh) that says /af/.
laugh ter
2
In laugh, use the phonogram /au/af/ (augh) that says /af/. In ter, use the suffix
/er/ of her.
ghost
The gh says /g/, use the o that says /ō/ when followed by two consonants (R19).
laugh
2
peo ple4
In peo, use the phonogram /ĕ/ē/ (eo) that says /ē/. In ple, use suffix –le (job 4).
sale
sail
3
cit y
2
cit ies
HH
LW-14
Use the silent e that lets the a say /ā/ (job 1).
Use the 2-letter /ā/ not used at the end of EW.
R-2, 5, LW-11
R-24, LW-23
R-20, LW-12
Use the /ĭ/ that lets the c say /s/ and suffix –y says /ē/.
Write city, change the y to i; add suffix –es.
Sound /s/ĕ/v/. Use /er/ of her. Sound /ă/l/.
sev er al
R-4, 7
LW-5
Use the /ē/. In sire, use silent e that lets the i say /ī/.
near ly
R-5
LW-11
In near, use the /ē/ĕ/ā/. Use suffix –ly; y says /ē/.
no tice3
2
no ticed
R-7, LW-5
R-2, LW-13
R-16, LW-15
Use /ō/. In –tice, use e that lets c say /s/ (job 3).
Write notice without the e; add suffix –ed.
de sire
3
Sequence 40: LW-28, Word Analysis
Section Q (Sequence 41)
some5 times
R-7
LW-5
In some, use silent e (job 5). In times, use the silent e
that lets the i say /ī/ (job 1); add suffix –s.
de clare
R-4, LW-7
R-7, LW-5
Use /ē/. In clare, use the silent e that lets the a say /ā/
(job 1).
3
2
www.yesphonics.com
Extended Ayres Spelling Words
170
Phonics for English
en gage
R-7, LW-5
R-3, LW-13
Sound to spell /ĕ/n/. In gage, the first g says /g/, use
the silent e that lets the second g say /j/ (job 3) and
lets the a say /ā/. Mark only job 1.
fi nal
R-5
LW-7
Use the i that says /ī/ at the end of a syllable.
ter ri ble4
R-29
R-7, LW-5
In ter, the e and r are sounded separately. Sound to
spell /r/ĭ/. In ble, use the –le suffix (job 4).
sur prise
LW-17
R-7, LW-5
In sur, use the /er/ of nurse. In prise, use the silent e
that lets the i say /ī/ (job 1).
1
3
pe ri od
R-4
ad di tion
R-11
LW-10
Sound both ds. Use the tall-letter /sh/.
se lect
R-4
Use the /ē/ at the end of a syllable. Sound ct.
3
Sound to spell /ĕ/m/. In ploy, use the /oy/ that we may
use at the end of EW.
em ploy
3
prop er ty
LW-17, 11
Use the /er/ of her. In ty, use the suffix –y that says ē.
con nec tion
R-29
R-11
LW-10
Sound both ns; sound the ct distinctly.
Write connect; add vowel suffix –ion. The t joined the
i to form tall-letter /sh/ used at the beginning of any
syllable after the first one.
firm
LW-17
Use /er/ of first.
R-4, 3
LW-13
Use /ē/. In gion, the i lets the g say /j/.
R-5, LW-7
R-7, LW-5
In pri, the i may say /ī/ at the end of a syllable. In
vate, for spelling stress the schwa a to say /ā/, use the
silent e that lets the a say /ā/ (job 1).
3
con nect
3
3
re gion
con vict
pri vate
3
com mand
R-29
de bate
R-4, 7
crowd
www.yesphonics.com
Use /ē/. In bate, the e lets the a say /ā/ (job 1).
Use the /ow/ō/ that may be used at the end and
within EW.
Extended Ayres Spelling Words
171
Phonics for English
3
fac to ry
R-4
In to, stress the o to say /ō/. In ry, use suffix –y.
pub lish
R-10
LW-10
Sound to spell /p/ŭ/b/. In lish, use the /sh/ that is used
at the end of a word.
2
rep re sent
R-4
term
LW-17
Use the /er/ of her.
sec tion
R-11
LW-10
In sec, use the /ĕ/ē/ and /k/s/. Use tall-letter /sh/.
en tire
R-7
LW-5
Sound to spell /ĕ/n/. Say tire, not ti er (job 1).
rel a tive2
R-4
R-7, LW-5
Sound to spell /r/ĕ/l/. TTS: Stress the a to say /ā/. In
tive, use the e that keeps the word from ending in v
(job 2). For reading, say rel/uh/tive.
serve2
R-7
LW-5
Use the /er/ of her and the silent e that keeps the
word from ending in v (job 2).
prog ress
R-17, LW-9
pro gress
R-4, 17, LW-9
3
Sound to spell /p/r/ah/g/. In ress, at the end of a one
syllable word, after a single vowel, the s is usually
doubled, sound both s’ (noun).
In pro, use /ō/ at the end of a syllable (verb).
2
pres i dent
2
In meas, use /ē/ĕ/ā/. In ure, the e lets the u say /ū/ (job
1).
2
meas ure
4
fa mous
R-4
es tate
re mem ber
Use /ā/. Use /ow/ō/oo/ŭ/ not used at the end of EW.
Sound /ĕ/s/. Use silent e that lets a say /ā/ (job 1).
R-4
Use /ē/. Sound /m/ĕ/m/. In ber, use /er/ of her.
ei ther
R-9
LW-26
In ei, use /ā/ē/. In ther, use /th/th/ and er of her.
ef fort
R-29
Sound /ĕ/f/. In fort, sound /f/ and use /or/ ō, r.
2
2
im por tant
www.yesphonics.com
Sound /ĭ/m/. In por, use /or/ o, r. Sound /t/ă/n/t/.
Extended Ayres Spelling Words
172
Phonics for English
due2
R-7
LW-5
English words do not end in u (job 2).
in clude
R-7, LW-5
CW, LW-21
Sound to spell /ĭ/n/. In clude, use /k/s/ and the silent e
that lets u say ū (job 1).
ledge
R-23, 3
Use the 3-letter /j/ used only at the end of a root word
after a single vowel that says /ĕ/.
run ning
R-14
LW-16
1
Rule 1-1-1. Suffix: With a one syllable word ending in
one vowel and one consonant, double the last
consonant before adding a vowel suffix.
TTS: In al, sound /ă/ when followed by a consonant in
the same syllable. In low, sound the l and use /ow/ō/
that we may use at the end of EW.
al low
R-29
field
R-9
LW-26
Use the /ē/ī/ (piece).
R-4
R-11
LW-10
In po, use /ō/. Sound /s/ĭ/. In tion, use tall-letter /sh/
used at the beginning of any syllable after the first
one.
3
po si tion
claim
Use the 2-letter /ā/ not used at the end of EW.
3
pri ma ry
R-5, 4
2
In pri, the i may say /ī/ at the end of a syllable. In ma,
use /ā/. In ry, use suffix –y that says /ē/.
re sult
R-4
Sat ur day
R-26, 18
LW-17
Capitalize S. In ur, use the /ur/ of nurse. In day, use
the 2-letter /ā/ used at the end of EW.
R-29
TTS: In ap, sound /ă/ before the consonant. In point
sound /p/; use /oi/ not used at the end of EW.
R-4
R-11, LW-10
Sound to spell /ĭ/n/. In for, use /or/. In ma, use /ā/ at
the end of a syllable. In tion, use tall-letter /sh/.
1
ap point
3
in for ma tion
4
4
1
ar rest
R-29
TTS: The a says /ă/ before a consonant. In rest, sound
to spell /r/ĕ/s/t/.
In wo, use /ō/. Sound to spell /m/ă/n/.
TTS: Say /ō/. Sound to spell /m/ĕ/n/. Say, wim un.
wo man
X
wo men
jus tice3
4
TTS: For spelling say /wh/o/ and /wh/o/m/. For
4
4
reading, say /h/o/ and /h/o/m/.
who
4
whom
R-2, 7
LW-13, 5
www.yesphonics.com
In tice, the silent e that lets the c say /s/ (job 3).
Extended Ayres Spelling Words
173
Phonics for English
2
pres ent
2
pre sent
Sound to spell /p/r/ĕ/s/ /ĕ/n/t/ (noun).
In pre, use /ē/. Sound to spell /s/ĕ/n/t/ (verb).
R-4
LW-12, R-20, Plurals, Suffixes, Part 2: Change F to V, add –es
self
2
2
them selve2 s
TTS: Sound the silent l.
Selves is the plural of self. Sound the silent l, change f to v and add
suffix –es. Use the silent e that keeps the word from ending in v (job
2); add suffix –s.
calf
2
calve2 s
TTS: Sound the silent l.
Calves is the plural of calf. Sound the silent l, change f to v and add
suffix –es. Use the silent e that keeps the word from ending in v (job
2); add suffix –s.
act
R-11
3
In act, use the /k/s/.
Write act; add vowel suffix –ion. The t joined the i to
form tall-letter /sh/ used at the beginning of any
syllable after the first one.
ac tion
LW-10
gen tle4 man
R-7
LW-5
Sound to spell /g/ĕ/n/, the e lets the g say /j/. In tle,
use the –le suffix (job 4). Sound to spell /m/ă/n/.
en close
R-7
LW-5
Sound to spell /ĕ/n/. In close, use the silent e that lets
the o say /ō/ (job 1).
a wait
R-4
TTS: Stress a to say /ā/. In wait, use the 2-letter /ā/
not used at the end of EW. Say, /uh/wait.
sup pose
R-29
R-7, LW-5
Sound to spell /s/ŭ/p/. In pose, sound the /p/ and use
the silent e that lets the o say /ō/ (job 1).
R-21/2
LW-21
Sound /w/ŏ/n/. In der, use the /er/ of her. Full is
written with one l when added to another syllable.
2
3
3
won der ful
for ward
3
2
al though
3
2
3
al read y
In for, use the /or// In ward, use the /ar/ of car.
R-21/2
LW-21, 22
In al, use one l when all is a prefix. Use the /th/th/
and /ō/-/oo/, /uff/-/off/, /aw/-/ow/.
R-21/2
LW-21
In al, use one l when all is a prefix. In read, use the
/ē/ĕ/ā/. Use suffix –y that says /ē/.
prompt
www.yesphonics.com
Sound to spell /p/r/ah/m/p/t/. Say the pt precisely.
Extended Ayres Spelling Words
174
Phonics for English
R-29
TTS: In at, stress a to say /ā/ before the consonant.
Sound to spell, /t/ĕ/m/p/t/. Say /uh/tempt.
whose5
R-7
LW-5
TTS: Sound the silent /w/ and use /ah/ō/ŭ/oo/, the /s/z/
and the silent e (job 5). For reading, say hoos.
state ment
R-7, LW-5
R-16, LW-15
In state, use the e that lets a say /ā/ (job 1). The silent
e is retained with the consonant suffix -/m/ĕ/n/t/.
per haps
LW-17
In per, use the /er/ of her. Sound to spell /h/ă/p/s/.
R-9
LW-26
Use /th/th/ and the /ā/ē/.
1
at tempt
X
4
2
their
2
3
3
Sound /ĭ/m/. In pris, use the /s/z/. Sound /o/n/.
im pris on
writ ten
(writ)
R-14
LW-16
Rule 1-1-1 Suffixes, with a one syllable word ending
in one vowel and one consonant, double the last
consonant before adding a vowel suffix.
Sequence 42: Extended Writing and Paragraphs
Sequence 43: Greek and Latin Roots (supplement with other material)
Section R (Sequence 44)
fore noon
4
lose5
R-7, LW-5
CW, LW-21
In fore, use e that lets o say /ō/ (job 1). In noon, use
the /oo/oo/ō/.
R-7
LW-5
Use the /ah/ō/ŭ/oo/, /s/z/ and the silent e (job 5).
neigh bor
In neigh, use the 4-letter /ā/. In bor, use /or/ o, r.
weigh
Use the 4-letter /ā/.
1
com bine
3
com bi na tion
R-11
LW-10
www.yesphonics.com
Sound /c/ah/m/. Use the e that lets i say /ī/ (job 1).
Write combine without the e; add vowel suffix –a
tion. The n joins the a to form the syllable na. In tion,
use tall-letter /sh/ used at the beginning of any
syllable after the first one.
Extended Ayres Spelling Words
175
Phonics for English
R-7
LW-5
1
av e nue2
2
Sound /ă/v/. TTS: Stress the schwa e to say /ĕ/. In
nue, use the silent e that keeps the word from ending
in u (job 2). In reading, say /av/uh/nue/.
wear
Use the /ē/ĕ/ā/.
en ter tain
Sound /ĕ/n/. In ter, use the /er/ of her. In tain, use the
2-letter /ā/ not used at the end of EW.
R-4
R-5, LW-11
Sound to spell /s/ă/l/. TTS: Stress the schwa a to say
/ā/. In ry, the suffix –y says /ē/. Say /sal/uh/ry/.
R-5
Sound /v/ĭ/s/. The i says /ĭ/. In tor, say /or/ not /er/.
R-5, 4
R-11, LW-10
Sound to spell /p/ŭ/b/. Sound to spell /l/ĭ/. In ca, use
the /ā/. In tion, use the tall-letter /sh/.
ma chine5
R-7
LW-5
In ma, the a says /ă/. In chine, use the /ch/k/sh/; the i
says /ē/ (job 5). For reading, say /m/uh/sh/ē/n/.
suc cess
R-29, 17
LW-9
In suc, use the /k/s/. In cess, sound the /k/s/; use /ĕ/ē/;
sound both of the s’ (R-17).
3
sal a ry
2
vis i tor
3
pub li ca tion
1
3
3
Use the /ow/ō/ that we may use at the end and within
EW.
drown
a dopt
R-4
TTS: Stress the schwa a to say /ā/. Say /uh/dopt.
se cure
R-4, 7
LW-5
Job 1.
hon or
In hon, sound the silent h. Say /or/ not /er/.
prom ise5
R-7
LW-5
Sound to spell /p/r/ah/m/. The ise is job 5.
wreck
R-25
Use the 2-letter /r/ used only at the beginning of a
word and use the 2-letter /k/ used at the end of a
word after a single vowel that says /ĕ/.
pre pare
R-4, 7
LW-5
In pre, use /ē/. In pare, use e that lets a say /ā/ (job 1).
ves sel
R-29
Sound to spell /v/ĕ/s/ /s/ĕ/l/.
R-5, LW-11
TTS: Say /b/ŭ/s/-/ē/. For reading, say /b/ĭ/s/-/ē/.
1 2
3
bus y
www.yesphonics.com
2
Extended Ayres Spelling Words
176
Phonics for English
pre fer’
pref’ er ence3
R-4
R-7, LW-5
R-2, LW-13
R-29
il lus trate
In pre, use /ē/. In fer, use the /er/ of her.
In pref’, the accent changes (not rule 15). Use the /er/
of her. In ence, use the silent e that lets the c say /s/
(job 3).
Sound /ĭ/l/. Sound /l/ŭ/s/. In trate, use the silent e that
lets the a say /ā/ (job 1).
Write illustrate without the e; add vowel suffix –ion.
The t joins the i to form tall-letter /sh/ used at the
end of any syllable after the first one.
ill us tra tion
R-4, 11, LW-10
R-16, LW-15
dif fer
dif fer ent
R-29
Use the /er/ of her.
Write differ; add vowel suffix –ent.
fea ture
R-7
LW-5
In fea, use the /ē/ĕ/ā/. In ture, use the e that lets u
say /ū/ (job 1).
R-5
The i may say /ī/ at the end of a syllable.
Write direct; add vowel suffix –or. The t joined suffix
–or to form the syllable that begins with a consonant.
TTS: Say /or/ not /er/.
R-29
Sound to spell /c/ah/m/ /m/ŏ/n/.
R-29
R-11
LW-10
TTS: In at, say /ă/ before the consonant t, sound
/t/ĕ/n/. In tion, use tall-letter /sh/ used at the
beginning of any syllable after the first one.
3
di rect
di rec tor
3
com mon
1
3
at ten tion
LW-10, R-11: SH, TI, SI, CI Say /SH/
R-11: The si and ci say /sh/ at the beginning of any syllable after the first one.
R-12/13: The si says /sh/ when the preceding syllable ends with an s.
3
ses sion
3
man sion
2 3
pro vi sion
1
spe cial
so cial
R-12/13
R-11
R-4, 11
R-11
R-4, 11
Use the /sh/zh/ that says /sh/.
Use the /sh/zh/ that says /sh/.
Use the /sh/zh/ that says /zh/.
Use the short-letter /sh/.
Use the short-letter /sh/.
1
ac cord
1
R-29
ac cord ing
ed u cate
3
ed u ca tion
R-4, 7
R-11, LW-10
www.yesphonics.com
TTS: In ac, use the /ă/ before a consonant. In cord,
sound the /k/s/ and use the /or/ o, r.
Write accord and add the vowel suffix -/ĭ/-/ng/. For
reading, say /uh/cord/ĭ/-/ng/.
Write educate without the e; add suffix –ion. The t
joins i to form tall-letter /sh/ used at the end of any
syllable after the first one.
Extended Ayres Spelling Words
177
Phonics for English
3
pur pose5
3
di a mond
4
LW-17
In pur, use the /er/ of nurse. In pose, use job 5.
R-5, 4
In di, the i may /ī/ at the end of a syllable. TTS:
Stress a to say /ā/; for reading, say /uh/. Sound to
spell /m/ŏ/n/d/. Say /di/uh/mond.
R-11
LW-10
Use the tall-letter /sh/.
2
to geth er
3
3
con ven tion
in crease5
man ner
Use the /ē/ĕ/ā/, the /s/z/ and the silent e (job 5).
R-29
In ar, use the /ar/ of car. Sound /t/ĭ/. Use –le suffix
(job 4).
ar ti cle4
ef fect
R-29
Sound /ĕ/f/. In fect, sound /f/, say the ct distinctly.
ser vice3
R-7, LW-5
R-2, LW-13
In ser, use the /er/ of her. In vice, use the silent e that
lets c say /s/ (job 3).
in jure
3
in ju ry
R-7, LW-5
R-16, LW-15
In jure, use the e that lets the u say /ū/ (job 1).
Write injure without the e; add vowel suffix –y. The r
joined suffix –y to form the syllable ry.
dis trib ute
Job 1.
gen er al
to mor row
4
1
2
R-4, 29
3
In mor, the o and r are sounded separately (not /or/).
In row, sound the /r/ and use the /ow/ō/ that we may
use at the end of EW.
con sid er
Use the /er/ of her.
a gainst
TTS: Say /ā/gainst. For reading, say /uh/genst.
3
Use the silent e that lets the e say /ē/ (job 1).
com plete
search
LW-17
www.yesphonics.com
Use the /er/ of early and the /ch/k/sh/.
Extended Ayres Spelling Words
178
Phonics for English
pop u lar
2
2
Christ
2
1
Christ mas
R-4
The u says ū. Use the /ar/ of car, say /ar/ not /er/.
R-26
R-26
Capitalize C; use the /ch/k/sh/; the i says /ī/.
For spelling, say Christ mas.
in ter est
Sequence 45: Worksheet Completion
Complete the worksheets for future references by searching for words in the spelling
notebooks and other sources.
Spelling Section R is usually the last section for Level 2, Second Grade.
Extend the spelling list with derivatives of root words in the Spelling notebook; write the
derivatives with their root words. Words may also be obtained from reading material or
word clearing.
Level Three, Remedial and Other Students continue with Spelling Sections S-Z.
www.yesphonics.com
Extended Ayres Spelling Words
179
Phonics for English
Level Three (Sections S-Z)
Third Grade
Review
Remedial
Others
Section S (Sequence 46)
of ten
TTS: Sound the silent t.
3
stopped
3
mo tion
R-29
R-14, LW-16
R-28, LW-18
Rule 1-1-1 Suffixes: With a one syllable word, ending
in one vowel and one consonant, double the last
consonant before adding vowel suffix –ed.
R-4
R-11, LW-10
In mo, use /ō/. In tion, use the tall-letter /sh/ used at
the beginning of any syllable after the first one.
In the, use e at the end of a syllable. Stress the a to
say /ā/. In ter, use /er/ of her. Say, the /uh/ ter.
the a ter
Sound /ĭ/m/. In prove, use silent e that keeps the
word from ending in v (job 2). Add suffix –ment.
4
im prove2 ment
cen tu ry
R-4
R-5, LW-11
to tal
R-4
3
3
men tion
1
ar rive
2
sup ply
R-11
LW-10
In tion, use the tall-letter /sh/ used at the beginning
of any syllable after the first one.
R-29
R-7, LW-5
In ar, use /ă/ when followed by a consonant in the
same syllable. In rive, sound the /r/; use the silent e
that lets the i say /ī/ (job 1) and keeps the word from
ending in v (job 2). Mark only job 1.
R-29
R-6, LW-7
Sound /s/ŭ/p/. In ply, sound /p/ and use the y, not the
i, that is used at the end of EW.
In as, use the /ă/ when followed by a consonant. In
sist, sound /s/ĭ/s/t/. For reading, say /uh/sist.
1
as sist
dif fer ence3
In tu, use ū at the end of a syllable. In ry, use the
suffix –y that says /ē/.
R-2, 7
LW-5, 13
www.yesphonics.com
Use the silent e that lets the c say /s/ (job 3).
Extended Ayres Spelling Words
180
Phonics for English
ex am ine5
3
ex am i na tion
R-4
R-11, LW-10
Sound to spell /ĕ/ks/ and /ă/m/. In ine, use job 5.
Write examine without the e; add vowel suffix –a
tion. The n joins the a to form the syllable na. In tion,
use the tall-letter /sh/.
par tic u lar
R-4
Use the /ar/ of car in the first and last syllables.
1
R-29
In af, sound /ă/ before a consonant in the same
syllable. In fair, sound the f, and use the 2-letter /ā/
not used at the end of EW. Say /uh/fair.
af fair
Use the /ow/ō/oo/ŭ/ (job 5).
Use the 2-letter /ō/ not used at the end of EW (job 5).
2
course5
coarse5
2
2
nei ther
1
3
mar ry
1
mar riage
R-9
LW-26
In nei, use /ā/ē/ (leisure).
R-29, 5
LW-11
In mar, the a and r are sounded separately. In ry, use
suffix y that says /ē/.
Job 1.
R-4
In se, use /e/. Sound /r/ĭ/. In ous, use /ow/ō/oo/ŭ/.
2
fur ther
4
se ri ous
Use the /ow/ō/oo/ŭ/ and sound the silent b.
doubt
3
3
con di tion
R-11
LW-10
Say ern, not /er/.
gov ern ment
o pin ion
X3
on ion
X3
un ion
X3
mil lion
X3
be have
X
be hav ior
R-4
R-29
R-4, 7, LW-5
R-16, LW-15
sys tem
wit ness
be lieve2
be liev a ble4
For spelling, say /ĭ/on. For reading, /y/on. In these
words, the letter i says the consonant y sound /y/.
Job 1.
Write behave without the e; add suffix –ior (i=y).
In sys, use the /y/ĭ/ī/ē/.
R-17
LW-9
R-9, LW-26
CW, LW-21
R-16, LW-15
www.yesphonics.com
In lieve, use the /ē/ī/ (piece of pie) and the silent e
that keeps the word from ending in v (job 2).
Write believe without the e; add vowel suffix – a ble
(job 4).
Extended Ayres Spelling Words
181
Phonics for English
pos si ble4
R-29
R-7, LW-5
Sound /p/ah/s/. In si, the s and i are sounded
separately. In ble, use the –le suffix (job 4).
R-5, LW-11
In cer, use the /k/s/ and the /er/ of her. In tain, use
the 2-letter /ā/ not used at the end of EW.
Write certain; add suffix –ly, the y says /ē/.
cer tain
3
cer tain ly
in ves ti gate
be fore
there5 fore
In ti, the t and i are sounded separately (job 1).
CW
LW-21
too
4
two
4
to
2
Job 1.
In there, the e says /ĕ/ (job 5).
Use the /oo/oo/ō/.
TTS: Sound the silent w.
2
pleas ant
In please, use the /ē/ĕ/ā/ and the /s/z/. Sound /ă/n/t/.
Section T (Sequence 46)
or gan ize
cir cle4
2
cir cu lar
R-7
LW-5
In ize, use the e that lets the i say /ī/ and the /z/ (job
1).
LW-17
R-7, LW-5
R-4, LW-17
In cir, use the /k/s/ and the /er/ of first; the i lets the c
say /s/. In cle, use the –le suffix (job 4).
In cir, use the /er/ of first. In lar, use the /ar/ of car.
Sound to spell /v/ah/l/. In ume, use the silent e that
lets the u say /ū/ (job 1).
vol ume
R-7, LW-5
R-16, LW-15
Use the /ar/ of car. In gue, the g and u are sounded
separately (not /g/ of guilty guy); use the silent e that
keeps the word from ending in u (job 2).
Write argue without the e; add suffix –ment.
3
sum mon
R-29
Sound /s/ŭ/m/. In mon, use the third sound of o.
of fice3
R-29, 2
of fi cer
R-29
R-16, LW-15
R-11, LW-10
X
ar gue2
X
ar gu ment
of fi cial
In fice, sound the /f/ and use the e that lets the c say
/s/ (job 3).
Write office without the e; add vowel suffix –er.
Write office without the e; add vowel suffix –ial. The c
joins the i to form the short-letter /sh/ used at the
beginning of any syllable after the first one.
vic tim
In vic, use the /k/s/.
es ti mate
Job 1.
www.yesphonics.com
Extended Ayres Spelling Words
182
Phonics for English
R-29
R-2
ac ci dent
in vite
Note: Both sounds of phonogram c are used. In ac,
the /k/ is used. In ci, the i lets the c say /s/.
Job 1.
Write invite without the e; add the vowel suffix –a
tion. The t joins the a to form the syllable ta. In tion,
use the tall-letter /sh/.
in vi ta tion
R-16, LW-15
R-11, LW-10
ac cept
R-29
In ac, use the c that says /k/. In cept, the e lets the c
say /s/; say the pt precisely.
im pos si ble4
R-29
In si, the s and i are sounded separately (job 4).
3
3
con cern
In cern, use /er/ of her, the e of /er/ lets c say /s/.
3
au to mo bile5
R-4
Use the /au/ not used at the end of EW (job 5).
en ti tle4
R-4, 5
In ti, the i says /ī/ at the end of a syllable (job 4).
1
3
ver y
2
3
var y
2
3 4
var
i ous
3
R-5
R-5
R-24, LW-23
1
as so ci ate
1
R-29, 4, 7
R-11, LW-10
3
as so ci a tion
R-11, LW-10
po lit i cal
R-4
de cide
de cid ing
R-4
R-16, LW-15
2 3
de ci sion
3
na tion
1
3
na tion al
R-11, LW-10
R-4
R-11, LW-10
www.yesphonics.com
The e and r are sounded separately. Use suffix –y.
The a and r are sounded separately. Use suffix –y.
Write vary; change the i to y; add vowel suffix –ous.
In ous, use /ow/ō/oo/ŭ/ not used at end of EW.
In as, say /ă/ when followed by a consonant in the
same syllable. In so, use /ō/. In ci use the short-letter
/sh/. In ate, use e that lets a say /ā/ (job 1). Say
/uh/so/sh/ate/.
Write associate without the silent e; add vowel suffix
–ion. The t joins the i and changes tall-letter /sh/. In
ci, the c and i are sounded separately (not short-letter
/sh/).
In cide, use /k/s/, the i lets the c say /s/ (job 1).
Write decide without the e; add vowel suffix –ing.
In ci, the c and i are sounded separately. In sion, use
/sh/zh/ at the beginning of any syllable after the first
one.
In na, use the /ā/. In tion, use tell-letter /sh/.
In na, the a changes to /ă/. Write nation; add vowel
suffix –al.
72 Orton Phonogram Pages
183
Phonics for English
1 2
R-5
3
bus y
The y, not the i, is used at the end of EW. The vowel
suffix –y may say /ē/ at the end of a word. In spelling,
say bŭs/ē/. In reading, say bĭs/ē/.
Write busy, change y to i; add consonant suffix –ness.
The single vowel y changes to i when adding a suffix
unless the suffix starts with an i.
bus i ness
R-17, LW-9
R-24, LW-23
re cent
R-4, 3
LW-13
re fer
R-4
min ute5
mi nute
R-5, 7
Sound to spell /m/ĭ/n/. In ute, the u says /ŭ/ (job 5).
In mi, the i may say /ī/ at the end of a syllable. In
nute, the silent e lets the u say /ū/ (job 1).
ought
LW-22
Use the /ō/-/oo/, /uff/-/off/, /aw/-/ow/.
ab sent
ab sence3
R-2
LW-13
Use the silent e that lets the c say /s/ (job 3).
Wed nes day
R-26, 18
Capitalize W. For spelling, Wed nes day. For reading,
say Wens day.
con fer’
con’ fer ence3
R-2
LW-13
Not Rule 2-1-1. The accent moves to first syllable. In
ence, the silent e lets the c say /s/ (job 3).
re al
1
3
re al ly
LW-3
R-4, 29, 5
Division of syllables; vowels sounded separately.
Write the word real; add suffix –ly. Sound both ls.
1 2
5
1
cel e bra tion
R-4, 11
LW-10
folk
folks
R-19
LW-20
3
In cent, the e lets the c say /s/.
The o says /ō/ before two consonants. Sound the l. To
make most nouns plural, add suffix –s.
Section U (Sequence 46)
mean
2
meant
3
ear ly
3
ear li est
Use the /ē/ĕ/ā/.
Use the /ē/ĕ/ā/.
LW-17
R-24, LW-23
Use the /er/ of early.
Write early, change the y to i; add suffix –est.
2
wheth er
www.yesphonics.com
Extended Ayres Spelling Words
184
Phonics for English
Sound /d/ĭ/s/ and /t/ĭ/n/. In guish, the gu of guilty guy
says /gw/; use /sh/ used at the end of a word.
R-10
LW-10
X
dis tin guish
con sid er a tion
R-4, 11
LW-10
col o ny
2
col o nies
3
co lo ni al
R-4, 5
R-24
LW-23
X
R-29
R-7, LW-5
3
3
3
sure
1
X
as sure
2
re leif
In ny, use suffix y that says /ē/.
Write colony; change the y to i; add suffix –es.
Write colony; change the y to i; add suffix –al.
The s followed by the u can say /sh/ (job 1).
TTS: In as, use /ă/ before the consonant. In sure, the s
before the u says /sh/; use the e that lets u say /ū/ (job
1). For reading, say /uh/sh/ure/.
R-4, LW-26
In leif, use the /ā/ē/ (leisure).
oc cu py
R-4, 6
LW-7
In py, the y, not i is used at the end of EW.
prob a ble4
R-4
R-7, LW-5
TTS: Stress the schwa a to say /ā/. In reading, say
prob/uh/ble (job 4).
ex pense5
R-7
LW-5
Job 5.
re sponse5
re spon si ble4
R-4, 7
LW-5
R-16, LW-15
Job 5.
Write response without the e; add vowel suffix –i ble.
The s joins the i to form the syllable si (job 4).
R-29
R-6, LW-7
R-29, 4, 11
LW-10
TTS: In ap, use /ă/ before the consonant. In ply, sound
the /p/, use y not i at the end of EW.
R-5
Write difficult; add vowel suffix –y. The t joins y to
form syllable ty.
2
1
2
ap ply
3
ap pli ca tion
dif fi cult 3
dif fi cul ty
LW-27: Other Phonograms
scene
3
scen er y
sci ence3
2 2
2
scis sors
de scend
de scent
fi nal
3
fi nal ly
R-5
R-4, 7
R-29
R-4
R-4
Job 1.
Use suffix –y that says /ē/.
Use the e that lets c say /s/ (job 3).
R-5, LW-7
R-5
www.yesphonics.com
In fi, the i may say /ī/ at the end of a syllable.
Write final; add suffix –ly. Sound both ls.
72 Orton Phonogram Pages
185
Phonics for English
de vel op
R-4
cir cum stance3
R-2
LW-17
In cir, use the /er/ of first. In stance, use the silent e
that lets c say /s/ (job 3).
is sue2
R-29, 7
LW-5
The s followed by the u can say /sh/ (job 2).
X
1
ma te ri al
R-4
sug gest
R-3
LW-13
In sug, the g says /g/ in gest, the e lets the g say /j/.
mere
R-7
Job 1.
sen ate
R-7
Job 1.
R-4, 7
R-9, LW-26
In ceive, use the /ā/ē/ that says /ē/ after c and silent e
that keeps the word from ending in v (job 2).
2
re ceive2
3
re spect ful
3
R-21/2, LW-21
3
The word full is written with one l when added to
another syllable.
Write respectful; add consonant suffix –ly. Sound
both ls. Vowel –y may say /ē/ at end of a word.
re spect ful ly
R-21/2, LW-21
un for tu nate
R-4, 7
Job 1.
e lab o rate
R-4, 7
Job 1.
a gree
a gree ment
R-4
R-4
TTS: Stress the a to say /ā/ at the end of a syllable. In
gree, use the double ee. In reading, say /uh/gree.
Write the word agree; add consonant suffix –ment.
di vide
Job 1.
ma jor
R-4
1
3
ma jor i ty
R-5
3
cit y
1
cit i zen
R-2, 5
R-2, 24, LW-23
1
3
nec es sar y
1
3
nec es si ty
R-29, 2, 5
R-2, 29, 5
www.yesphonics.com
TTS: Say jor, not jer.
Write major; add vowel suffix –i ty. In ma, stress the
schwa a to say /ă/. In suffix –i ty, the i says /ĭ/ and the
y says /ē/ at the end of the word.
The i lets the c say /s/. The single vowel –y says /ē/.
Write city, change the y to i; add the ending –zen.
In sar, the a and r are sounded separately, suffix –y.
In ne, the e says /ĕ/. In ces, the e lets the c say /s/. In
si, the s and i are sounded separately. In ty, y says
/ē/.
Extended Ayres Spelling Words
186
Phonics for English
Section V (Sequence 46)
prin ci pal
In ci, the c and i are sounded separately.
3
tes ti mo ny
R-4, 5
In ti, the t and i are sounded separately.
R-17
R-29, 11, 12/13
LW-10
R-3, 29
LW-13, 5
R-16, LW-15
Write discuss; add the vowel suffix –ion; the s joins
the i to form the /sh/-/zh/. The phonogram si says /sh/
when the preceding syllable ends in s.
TTS: Stress the a to say /ă/ before the consonant. In
range use /ā/nge (job 1).
Write arrange; add consonant suffix –ment.
re fer’
ref’ er ence3
R-7
R-2, LW-13, 5
Not R-15 (Rule 2-1-1 Accent), the accent shifts to the
first syllable ref’ (job 3).
ev i dence3
R-2, 7
LW-13, 5
Job 3.
ex pe ri ence3
R-2, 7
LW-13, 5
Job 3.
R-29, 11, 12/13
LW-10
Use the /sh/-/zh/. The phonogram si says /sh/ when
preceding syllable ends with s.
R-4, 5
In tar, the a and r are sounded separately.
R-29, 4, 11
LW-10
TTS: In as, stress the schwa a to say /ă/ before a
consonant in the same syllable; reading, say /uh/.
dis cuss
3
dis cus sion
1
ar
range
1
ar range ment
3
ses sion
1
3
sec re tar y
1
3
as so ci a tion
ca reer
TTS: Stress a to say /ā/. In reer, use the double ee.
high
height
weight
Use the 3-letter /ī/.
TTS: Sound the silent e to say /ĕ/; use 3-letter /ī/.
Use the 4-letter /ā/.
Section W (Sequence 46)
or gan ize
3
or gan i za tion
R-4, 11, LW-10
www.yesphonics.com
In ize, use the e that lets i say /ī/ and the /z/ (job 1).
Write organize without the e; add vowel suffix –a
tion; consonant z joins a to form the syllable za.
72 Orton Phonogram Pages
187
Phonics for English
e mer gen cy
R-4, 2, 5
In cy, the y lets the c say /s/.
ath lete
ath let ic
R-16, LW-15
Job 1.
Write athlete without the e; add vowel suffix –ic.
flu o res cent
R-4, 2
In cent, the e lets the c say /s/.
3
prac ti cal
In ci, use short-letter /sh/. In ate, use the silent e that
lets a say /ā/ (job 1).
Write appreciate without e; add vowel suffix –ive. In
tive, the t joins the suffix –ive to form the syllable;
the silent e that keeps the word from ending in v (job
1).
ap pre ci ate
R-29, 4
R-11, 7
ap pre ci a tive2
R-29, 4
R-16, LW-15
sin cere 3
sin cere ly
R-7
R-16, LW-15
Job 1.
Write sincere without the silent e; add suffix –ly.
pro ceed
R-4
In ceed, use the /k/s/ and the double ee.
2
In char, use /ch/k/sh/; the a says /ā/. In ac, use the
/k/s/. In ter, use the /er/ of her.
1
char ac ter
1
3
Feb ru ar y
R-26, 4, 5
LW-27: Other Phonograms; the di says /j/
cor dial
In dial, the uncommon phonogram di says /j/.
3
cor dial ly
R-5
Write cordial and add suffix –ly, y says /ē/.
sol dier
sep a rate
3
sep a rate ly
In dier, the phonogram di says /j/; use /er/ of her.
R-16
LW-15
TTS: Sound the schwa a to say /ā/ (job 1).
Write separate; add the consonant suffix –ly.
Section X-Y-Z (Sequence 46)
im me di ate
3
im me di ate ly
www.yesphonics.com
R-29, 4
R-16, LW-15
In di, sound to spell /d/ĭ/. In ate, use job 1.
Write immediate; add consonant suffix –ly.
Extended Ayres Spelling Words
188
Phonics for English
con ven ient
In ient, the i is silent, for spelling sound /ĭ/-/ĕ/.
R-4
R-9, LW-26
In ceipt, use the /ā/ē/ that says /ē/ after c. For
spelling, sound the pt distinctly.
R-4, 5
In nar, the a and r are sounded separately.
R-29
TTS: In ap, stress the a to say /ā/ before a consonant
in the same syllable. In point, use the /oi/ not used at
the end of EW.
es pe cial ly
R-5, 11
LW-10
In cial, use short-letter /sh/ used at the beginning of
any syllable after the first one. Suffix –ly; y=/ē/.
an nu al
R-29, 4
de cide
3
de ci sion
R-4
R-11, LW-10
In cide, the i lets c say /s/ (job 1).
In ci, sound /s/-/ĭ/. In sion, use short-letter /sh/.
R-29
R-15, LW-19
Rule 2-1-1 Accent: With two or more syllables ending
in one vowel and one consonant, double the last
consonant before adding a vowel suffix IF the accent
is on the last syllable.
2
re ceipt
1
3
pre lim i nar y
1
dis ap point
1
3
3
com mit’
3
com mit’ tee
prin ci ple4
judge
judg ment
3
rec om mend
3
3
rec om men da tion
1
al lege3
Job 4.
R-23
R-16, LW-15
R-29
R-29, 11,
LW-10
R-29
R-7, LW-5
R-3, LW-13
Use 3-letter /j/ after a single vowel that says /ŭ/.
The e has no use, write judge without the e; add
suffix –ment that begins with a consonant.
Write recommend; add vowel suffix –a tion. The
consonant d joins a to form the syllable da.
TTS: Sress a to say /ă/ before the consonant. In lege,
sound the l and use the silent e that lets the g say /j/
(job 3). In reading, say /uh/lege.
Sequence 47: Woksheet Completion
Complete the Worksheet Reference Charts for searching the spelling notebooks or other
sources.
Spelling Section Z is the last spelling section for level three.
Extend the spelling words with derivatives of root words from the spelling notebook. The
derivative is written with its root word in the spelling notebook. The spelling list may also
be exteneded with words from reading, word clearing or other word lists.
www.yesphonics.com
72 Orton Phonogram Pages
189
Phonics for English
Resources
Spelling and Reading



Ayres List, A Measuring Scale for Ability in Spelling: Original list and tests for
spelling ability (1)
Morrison-McCall Spelling Scale: Eight standardized, 50-word tests of equal difficulty
for all grades (2)
McCall-Harby and McCall-Crabbs lessons in reading K-6th Grade (2)
Books


The Writing Road to Reading , by Romalda Spalding (book stores)
The ABCs and All Their Tricks, by Margaret Bishop. Complete reference for phonics

and spelling rules. Teachers’ Resources. (1)
Primary Phonics Story Books: (5)
Grammar



Shurly Method, English Made Easy (3)
Harvey’s Elementary Grammar and Composition (1)
Harvey’s Revised English Grammar (1)
Media



Sound-A-Long, Illustrated Phonogram Flash Card DVDs from YesPhonics: 72 Orton
Phonograms with Sound Sequences, Illustrations and Keyword Captions
Sound-A-Long Phonogram Flash Card CDs from YesPhonics: 72 Orton Phonograms
with Sound Sequences
Instructional DVDs of the Spalding Method: Demonstrates presentation of the
phonogram flash cards and spelling lessons (2)
Core Knowledge

Core Knowledge Sequence K-8: Core Knowledge Books by E.D. Hirch. Free lesson
plans to download. (6)
Suppliers:
1.
2.
3.
4.
5.
6.
Mott Media, LLC- www.mottmedia.com
Spalding Education International- www.spalding.org
Shruley Instructional International- www.shurley.com
YesPhonics- www.yesphonics.com
Educators Publishing Service- www.epsbooks.com
Core Knowledge Foundation- www.coreknowledge.org
www.yesphonics.com
Extended Ayres Spelling Words
190
Phonics for English
72 Orton Phonogram Pages
1. a
2. b
3. c
4. d
5. e
6. f
7. g
8. h
9. i
10. j
11. k
12. l
13. m
14. n
15. o
16. p
17. qu
18. r
19. s
20. t
21. u
22. v
23. w
24. x
25. y
26. z
27. sh
28. ee
29. th
30. ay
31. ai
32. ow
33. ou
34. aw
35. au
36. ew
37. ui
38. oy
39. oi
40. oo
41. ch
42. ng
43. ea
44. ar
45. ck
46. ed
47. or
48. wh
49. oa
50. oe
51. er
52. ir
53. ur
54. wor
55. ear
56. our
57. ey
58. ei
59. eigh
60. ie
61. igh
62. kn
63. gn
64. wr
65. ph
66. dge
67. tch
68. ti
69. si
70. ci
71. ough
72. gu
How to Make Phonogram Coloring Sheets and Flash Cards
Copy the phonogram pages on single-sides and cut them in half. Use them for coloring or to
make flash cards. To make flash cards, cut them out and fold along the center line. Paste
the cards together.
Use for teaching, student’s use, and for the parents of school children.
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Phonics for English
Worksheets
Copy these blank master worksheets on single-sided pages and give them to the students as
needed. It works well to create a notebook with them – you can three-hole punch the
worksheets and add them to a binder.
1: Consonants and Vowels
2: Multi-Letter Phonogram Reference Chart
3: Syllables
4: Sentence and Paragraph
5: Silent Final Es
6: Nouns and Adjectives
7: Four Ways a Single Vowel Can Say A, E, I, Y, O, U
8: Verbs, Pronouns and Prepositions
9: F, L and S Doubling Rule
10: SH, TI, SI and CI Say /SH/
11: I and Y Say E
12: Plurals: Suffixes –S, –ES
13: C and G before E, I or Y
14: Homonyms and Homographs
15: E’s Dropping Rule
16: Rule 1-1-1 Suffixes Learning Reference Chart
17: Six Spellings of ER
18: ED-Past Tense Endings
19: Rule 2-1-1 Accent Learning Reference Chart
20: I and O Followed by Two Consonants
21: L Dismiss Rule, Compound Words
22: OUGH “Wild” Phonogram Team
23: Y’s Exchange Rule
24: Contractions Reference Chart
25: Comparative Words Reference Chart
26: IE or EI Question
27: Other Phonograms
28: Word Analysis: Root with Rules Application
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Phonics for English
Worksheet: 1
Consonants and Vowels
Consonants
Part 1
Vowels
Part 1
Part 2
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Phonics for English
Worksheet: 2
Multi-Letter Phonogram Reference Chart
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Phonics for English
Worksheet: 3
Division of Syllables
A syllable is a vowel sound and all of the consonants that are pronounced along with it.
Every syllable must have a vowel. The following is usually the way words are divided into
syllables:
1. Single vowel (1st sound) after the consonant:
2. Single vowel (2nd sound) after the vowel:
3. Two vowels sounded separately:
4. Compound words, between roots:
5. After prefixes, before suffixes:
6. Multi-letter phonograms remain together:
1.
2.
3.
4.
5.
6.
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Three Kinds of Syllables
Root: The root is the syllable which supplies the word’s basic meaning.
Prefix: The prefix is a syllable added before the root to alter its meaning.
Suffix: The suffix is a syllable added after the root to alter its meaning.
Prefix/root:
Root/suffix:
Prefix/root/suffix:
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Phonics for English
Worksheet: 4
Sentence and Paragraph
Sentence



Sentence: Words put together that make sense.
Standard form: A sentence begins with a capital letter and ends with a punctuation
mark.
Two parts of a sentence: Naming and Telling
Student’s Original Sentences:
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Paragraph
A paragraph consists of several sentences about a single subject. The first sentence (topic
sentence) usually explains the subject.
Student’s Original Paragraph:
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Phonics for English
Worksheet: 5
Silent Final Es
The Silent Final Es have at least five functions in English:
1. time: The silent final e is added to let the vowel say its letter name (job 1).
2. blue2, have2: English words do not end in u or v (job 2).
3. dance3, large3: The c says /s/ because of the e (job 3).
The g says /j/ because of the e (job 3).
4. lit tle4: Every syllable must have a vowel.(job 4).
5. are5: Odd Job e, any reason not covered above (job 5).
Part 1
Part 2
1.
2.
3.
4.
5.
Part 3: Add Silent Final e words from the spelling notebooks.
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Phonics for English
Worksheet: 6
Nouns and Adjectives


A noun is a person, place or thing/idea.
Adjectives answer questions about nouns: Which? Why? What kind? How much?
adjective
person
adjective
place
adjective
thing/idea
adjective
thing/idea
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Phonics for English
Worksheet: 7
Four Ways a Single Vowel Can Say its Letter Name
The a, e, o, u usually say /ā/-/ē/-/ō/-/ū/ at the end of a syllable.
The i and y may say /i/ at the end of a syllable.
The y, not i, is used at the end of an English word.
The i and o may say /i/ and /o/ when followed by two consonants.
Silent Final e: The silent e lets the vowel say its letter name (job 1).
English words do not end in u (job 2).
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Phonics for English
Worksheet: 8
Verbs – Pronouns – Prepositions
Verb: A verb expresses action or a state of being. They are: action, helping and being. Most
verbs are action verbs.
Pronoun: A pronoun takes the place of a noun. They are: subject and object.
Preposition: A preposition shows the relationship between a noun or pronoun and some
other word.
verbs-action
verbs-action
pronouns-subject
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pronouns-object
verbs-helping
prepositions
verbs-being
prepositions
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Phonics for English
Worksheet: 9
F, L and S Doubling Rule
At the end of one-syllable words, following a single vowel, f, l and s are usually doubled.
ff
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ss
other
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Phonics for English
Worksheet: 10
SH, TI, SI and CI Say /SH/
The ti, si and ci say /sh/ at the beginning of any syllable after the first one.
The si may say /sh/ or /zh/. The si says /sh/ when the preceding syllable ends with s and
when the root word has an s.
sh
ti
si
ci
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Phonics for English
Worksheet: 11
I & Y Say E
The unaccented suffix –y may say /ē/ at the end of a word.
The i at the end of a syllable before another vowel that begins the next syllable may say /ē/.
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Phonics for English
Worksheet: 12
Plurals: Suffixes -S and –ES
Part 1
To make a noun plural, add s.
Part 2
To make words plural that end in f, change f to v and add –es.
Part 3
To make words plural that end in o, s, x, z, ch, sh, tch, or the sound of /j/ (dge), add –es.
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Phonics for English
Worksheet: 13
C and G Before E, I or Y
c usually says /k/………………and………………g usually says /g/
g says /g/ before e, i, and y
c says /s/ before e, i, and y …………………..………g may say /j/ before e, i, and y
c says /s/ before Silent Final e (–ce)
g says /j/ before Silent Final e (–ge)
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Phonics for English
Worksheet: 14
Homonyms and Homographs
Homonyms
Homonyms are words that sound alike, but have different meanings and usually a different
spelling.
Homographs
Homographs are words that have the same spelling as another word, but have a different
meaning and sometimes are pronounced differently.
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Phonics for English
Worksheet: 15
E’s Dropping Rule
Silent Final e words are written without the e when adding a vowel suffix.
When adding a vowel suffix to root words with a c or g before the Silent Final e, the e can
only be dropped if the suffix begins with e, i, or y.
If the suffix begins with any other vowel (not e, i, or y) the e must be retained.
When adding a vowel suffix to Silent Final e words that would lose their root word
character, the e is retained.
When adding a suffix beginning with a consonant, the e is retained.
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Phonics for English
Worksheet: 16
Rule 1-1-1 Suffixes Learning Reference Chart
With a 1 syllable word ending in 1 vowel and 1 consonant, double the last consonant before
adding a vowel suffix.
root
vowel suffix
derivative
The x is composed of two consonants sounds, /ks/. The last consonant is not doubled when
adding a vowel suffix.
The last consonant is not doubled when adding a consonant suffix.
root
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consonant suffix
derivative
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Phonics for English
Worksheet: 17
Six Spellings of ER
er
er
ir
ur
wor
wor
ear
our
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Phonics for English
Worksheet: 18
ED – Past Tense Endings
The ed says /d/ and /t/ as the past tense ending of any root word that does not end in the
sound /d/ (killed) or /t/ (liked). When the ed says /ed/ after words ending with d (land/land
ed) or t (act/act ed) they form another syllable.
words say /ed/
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words say /d/
words say /t/
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Phonics for English
Worksheet: 19
Rule 2-1-1 Accent learning Reference Chart
With a 2 or more syllable word ending in 1 vowel and 1 consonant, double the last
consonant before adding a vowel suffix IF the accent is on the last syllable.
2+ syllables
vowel suffix
derivative
2nd syllable unaccented
vowel suffix
derivative
2+ syllables
consonant suffix
derivative
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Phonics for English
Worksheet: 20
I and O Followed by Two Consonants
-ind, -ign, -ild, -imb
-old, -olt, -olk, -ost, -oth
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Phonics for English
Worksheet: 21
L Dismiss Rule
The words all, full and till are written with one l when they are added to another syllable.
all
full
till
All right and all wrong are separate words; they are not compound words.
Compound Words: Compound words are made by combining two or more root words to alter
their meaning.
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Phonics for English
Worksheet: 22
OUGH “Wild” Phonogram Team
Enter and mark the ough phonograms. Draw a picture.
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Phonics for English
Worksheet: 23
Y’s Exchange Rule
The single vowel y (not the phonograms ay, ey, oy) changes to i when adding a suffix unless
the suffix starts with an i (-ing, -ish).
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Phonics for English
Worksheet: 24
Contractions Reference Chart
word
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contraction
word
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Phonics for English
Worksheet: 25
Comparative Words Reference Chart
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Phonics for English
Worksheet: 26
IE or EI Question
We use the ie most of the time.
ie says /ē/
ie says /ī/
except: ie says /ĕ/ and /ĭ/
ie suffixes
We use the ei less often.
ei says /ā/
ei says /ē/
ei says /ē/ after c
ei says /ī/
ei is schwa, says /uh/ (unstressed syllable)
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Phonics for English
Worksheet: 27
Other Phonograms
A “phonogram” is either one letter or a set combination of letters that
represent one or more “voiced” sounds in a given word.
augh /au/-/af/
daughter’s laugh
eau /ū/-/ō/
beautiful beau
eu /oo/-/ū/
neutral maneuver
sc /s/
scenic
qu /k/
conquer
gh /g/
ghastly ghost
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Phonics for English
Other Phonograms
aigh /ā/
rh /r/
pn /n/
ps /s/
x /z/
mb /m/
mn /m/
eo /ĕ/-/ē/
yr /r/
di /j/
Work on other phonograms in Worksheet Completion Sequences 45 and 47.
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Phonics for English
Worksheet: 28
Word Analysis: Root Words with Rules Application
Root + Prefix
Root + Suffix
E’s Dropping
Y’s Exchange
Rule 1-1-1
Rule 2-1-1
L Dismiss
EI Words
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Phonics for English
Alphabet Letters and Circle Points Marked
top line
mid-line
2
1
3
4
base line
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