Phonics Book 3 ( Short vowel I)

Phonics is a method for teaching reading and writing of the English language by developing learners phonemic awareness—the ability to hear, identify, and manipulate phonemes—in order to teach the correspondence between these sounds and the spelling patterns (graphemes) that represent them. The goal of phonics is to enable beginning readers to decode new written words by sounding them out, or, in phonics terms, blending the soundspelling patterns. Since it focuses on the spoken and written units within words, phonics is a sublexical approach and, as a result, is often contrasted with whole language, a wordlevelup philosophy for teaching reading. Since the turn of the 20th century, phonics has been widely used in primary education and in teaching literacy throughout the Englishspeaking world. More specifically, synthetic phonics is now the accepted method of teaching reading in the education systems in the UK and Australia.

Written and illustrated by

Copyright (c) 2004 2005 by Miz Katz N Ratz, patent pending

A Progressive Phonics bookT.M.

Book Three

Don’t rush it Body builders

don’t train in a day, neither

does a child.

If your child is having difficulty, he/she might need more practice with the alphabet Get a fun book about the alphabet and

read that lots of times Then come back

to Progressive Phonics.

Quick Start Guide

Read the book WITH your child You read the “regular” text, and he/she reads the big, red words, sort of like reading the different parts in a play.

Help your child sound out

the words as needed.

c - a - t cat

Read the book several times This helps develop the eye muscles and left-to-right reading patterns that are necessary for reading.

BC

A

Book

Short Vowel “i” contents

One kid hid in the closet

What did I do with my coat?

I put the lid on the cookie jar

I know a pig

My sister, Sue, was five years old

The light is dim

My brother’s dog has fuzzy black hair

When I play games, I like to win

I am very good at cleaning my room

When you meet a fish

A bird is in a tree

Zip your lip

On the tip of my tongue

If you zip your lip

and

bid did hid kid lid

big dig fig gig pig wig

dim him Jim Kim Tim

bin fin in win

dip kip lip nip pip sip tip yip zip

bit it fit hit it pit sit

You can hit a ball with a bat

My little sister had a fit

These shoes do not fit me

Listen, Mother dear

Jim and Kim

Kip likes to dip

Henry’s wig

One in the closet.

Another in the den

The last in the garden,

and never was found again

kid hid

kid hid kid hid

b

`

What I do with my coat?

What I do with my hat?

I put them in the closet?

I give them to my cat?

And if I give my coat and hat

to my silly, orange cat,

why, oh, why I do that?

I put the on the cookie jar

I put the on tight

But someone took the off,

and ate all the cookies last night

lid lid

lid

b

b b

My sister, Sue, was five years old

on the day she fell in a great, big hole

I saw her fall; I heard her shout –

so I asked the dog to her out

BUT my dog doesn’t like to ,

even though his feet are really

That silly dog was just no help,

so I had to her out myself

b

b b

b

dig

big dig

dig

The light is ; I cannot see

who is hiding the closet with me

Maybe it is my brother, ,

but I cannot see; the light is

Maybe – I think that’s

here with me where the light is But if and are hiding with me,who’s out there playing hide and seek?

dim in

My brother’s dog has fuzzy black hair;

just like , my brother

The dog wears bright orange underwear;just like my brother

The dog has tiny, shiny front teeth;

just like my brother

And the dog has very, VERY big feet;

just like my brother

So yesterday, the dog went to school,

and stayed home and

played in the pool

b b b

b b b

When I play games, I like to ,

so I always play with my sister, Lynn

I make up the rules as we go along –

b

win

toys blocks socks

and a for socks

But it’s too much work

to keep it tidy,

so under my bed my stuff is hiding

b b

b b

b b

bin bin

bin

bin

When you meet a fish

the sea or on the land,

you have to shake his –

he doesn’t have a hand

He uses his

to write all his letters –

when you don’t have a hand,

A bird is a tree.

A fish is the sea

My milk is a cup.And my self is me

in in in

in

and your eyes.

It’s time to sleep –

b b

Your name was there

on the of my tongue,

but then fell off like

a cookie crumb

And sometimes at school,

I feel like a freak; I know

the answer, but I just can’t speak.There is on the of my

tongue – then I swallow down

to my tummy-tum-tum

tip it

b

b b

b

b

it

If you your ,

you cannot

water, milk or tea

So if you are thirsty,

un- your “firsty” – then you can take a

I told my dog to ; I told my dog to stay But he didn’t – not one little – he just up and walked away.

Again I told my dog to –

I even showed him how to

– but he rolled over and

shook his head, so I made

sit

sit

sit

sit

You can a ball with a bat;

you can a ball with a shoe

In lots of games you a ball – just don’t let the ball you

hit hit

hit hit

My little sister had a

on the day my dog told her

to My dog said , and

she the floor, screaming and

crying and a whole lot more

I don’t know why she had that – maybe the dog said “ ,” not “ ”

These shoes do not me,and neither does this hat

But someday they will mewhen I’m human, not a cat

fit

b b

fit

b

b

My brother says he would let me ride his bike

I was bigger, I was nice,

I paid him lots of money,and I asked twice

b b

if

if

Sometimes an at the end of a wordsounds like a — like his and is.

My dog big My dog brown

My dog standing on the ground

nose wet, and his tail

wagging He always looks like he

laughing But why he laughing?

I don’t know he laughing at me,

or did he hear a funny joke?

is is

b

If you say, “Sam,”

they all come running,

except for rock –

rock does nothing

is is

his his

b

b

When the letter “ ” stands by itself

it sounds like “eye.” Let’s practice

b

Listen, Mother dear, have

something to tell can’t go

to school – am not feeling well: have little red dots all over

my tongue, have an ache in my head, and a cough in my lung

would love to go to school

on any other day, but my doll and should stay home and play

I I I

M ii x ii tt

When a child is comfortable reading the

Big Red Words in this book, he/she is

ready for “Mix It Up” – the part of the book where a child practices reading a variety

of short vowel words.

Jim and Kim

in a

his

and were the best of friends

They lived house where the old road ends

was baby, learning to walk

was older; she could already talk

The day that said very first word,

could not believe what she thought

she just heard “Encyclopedia!” said ,

clapping hands, smiling with four teeth

b t o t e l

b t o t e

“Say again,” leaned closer to

– like maybe she’d hear better

she next to “Constantinople,” said with burp He took

from bottle; some spilled on shirt

“Hey everyone,” was laughing out loud “Listen to so far out!”And showed family that now

he could talk, but the words came too

Kim Jim

b

b t e ter

b t ter

“French fried bananas, , ,

garble gobble, purple ”

After whole year of listening, the words

poured out – some whispered, some gasped, some came shout put hands over mouth, but the words squeezed by and filled up the house

bat pet

t r

be t r te

be te

“ and and and fly

and and mud your eye!”

fast they came, the words just

stopped They lay where they landed –

didn’t move, didn’t hop

took all day to clean up those words

They filled up truck like mountain of dirt.And was two when he spoke again

“Hi, ,” he said to very best friend

Kip likes to dip

Doctor said no bananas

Doctor said no more fudge

Doctor said no more nothing – they said it just because

dip

Yip Pip Nip

likes

b

b

and

upper to keep bananas out.

But then he saw the doctors the ice cream shop – they each

banana with fudge on top

home to kitchen

He was happy; he was glad

How chocolate and bananas

ran

Henry’s Wig

Henry wore , , When say , mean , ,

He wore the swimming pool; he wore every day to school

Sally said, “ your ,

but wish wasn’t quite so

can’t see the teacher or the wall – can’t see anything all.”

Henry cut his to make smaller,

but overnight, the grew taller

scraped the trees he walked by

think even scraped the sky

Sally said, “ your ,

but got to go, way too ”

had sit

So Henry tried to take off

He pulled hard; he pulled soft

But stuck to head like SuperGlue,and again that night grew and grew

Sally screamed, and Sally cried

“Henry , your too wide!”She tried to different place,but still that was her face

T Teeaacchheerr

Henry squished the inside ,hoping that would make flat,

but during lunch the blew up

and landed the teacher’s cup

And now poor Henry’s head bare –

no , no and not one hair

wig

it wig

wig

a hat

in

is hat

A progressive phonics book

Copyright (c) 2004 2005 by Miz Katz N Ratz, patent pending