Short Vowel Words
Entire contents 2009 By Kathryn J. Davis 7223 Cedar Lane Drive Germantown, TN 38138 (901) 737-4466 All rights reserved. Permission is hereby granted to teachers, parents, and tutors to reproduce student materials in this book for individual or classroom use. Permission is granted for school-wide reproduction of materials. Commercial reproduction is prohibited. Printed in the United States of America
Table of Contents Teaching Notes... 4 Short A Words Short a words, part 1 (continuous consonants at the beginning)... 7 Sight word: a, A... 15 Sight words: as, has... 17 Sight word: was... 18 Short a words, part 2 (stopped consonants at the beginning)... 19 Sight words: as, has... 25 Sight word: was... 26 Short I Words Short i words, part 1 (continuous consonants at the beginning)... 27 Sight word: I... 35 Sight words: is, his... 36 Short i words, part 2 (stopped consonants at the beginning)... 37 Sight word: I... 43 Sight words: is, his... 44 Short i sentences... 45 Short O Words Short o words, part 1 (continuous consonants at the beginning)... 49 Short o sentences... 55 Short o words, part 2 (stopped consonants at the beginning)... 59 Short o sentences... 65 Short U Words Short u words, part 1 (continuous consonants at the beginning)... 67 Short u sentences... 71 Short u words, part 2 (stopped consonant at the beginning)... 73 Short u sentences... 79 Suffix study, _s with verbs... 81 Short E Words Short e words, part 1 (continuous consonants at the beginning)... 83 Short e sentences... 89 Short e words, part 2 (stopped consonants at the beginning)... 93 Short e sentences... 97 Suffix study, _s with nouns... 99 Suffix study, _s with verbs... 103 Possessive ending s... 105 Sight word review... 108 2009 by Kathryn J. Davis 3
Teaching Notes 1. Students should be able to recognize and give the sounds for the letters of the alphabet. 2. In this booklet, students will read words and sentences with each short vowel sound. The vowel being studied is shown at the top of the page along with the related sound picture and a key word beginning with that sound. Have students identify this vowel sound before reading each page. 3. Students will practice decoding (sounding out) new words in two columns. In the left column, the words are separated, to show the separate sound units within the word. To read the words, students should put a finger under the first letter, say the sound, slide their fingers to the next letter, say the sound, slide to the next letter, and say the sound. Then students should point to the same word in the right hand column, and pronounce it smoothly. 4. Students will read the same words again on the next page. This time the words have pictures to show their meanings. Discuss the meanings of any unfamiliar words. It s important for students to realize that if they recognize the word, they should just say it in the regular way. It s OK to sound out words (say the sounds from left to right) that they don t remember. But once they learn a word, it s not necessary to sound it out any more. If they do need to say the sounds to figure out the word, they should repeat it normally after they recognize a word. 5. After reading all the words for each short vowel section, students will read sentences containing some of those words. The sentence pages contain only the new words and any other words that have been previously taught. It is not necessary for students to guess. If they have trouble with a word, remind them of the sound of the letter that is causing a problem, as they say the sounds from left to right. Remind them to think about the other words in the sentence and anticipate what words would make sense. 2009 by Kathryn J. Davis 4
6. When students read the sentences, explain the use of periods and question marks. 7. There are several pages showing the use of _s with verbs and nouns, and the use of s to show possession. Explain the use of these suffixes and have the student read the pages. 8. An umbrella over a vowel is a signal to use the u/umbrella sound for that vowel, instead of its usual sound. 9. On each sight word page, show the student how to pronounce the sight words, and have the student read the sentences. After finishing this booklet, students should be able to read all of the sight words on the last page. 10. Each set of short vowel words is divided into two groups. The first group of words is the easiest to read for beginners. The second group is more difficult. 11. The first group of words has only continuous consonants at the beginning. When you pronounce a continuous consonant, it is possible to hold the sound for a period of time. This makes it much easier for a student to connect the first consonant sound in the word to the vowel sound that comes after it. I use these consonants in the first group: f, h, l, m, n, qu, r, s, v, w, x, y, and z. (When you pronounce the consonants qu and x, you can actually hear two parts to the sound. The letter qu sounds like / kw/, and the letter x sounds like /ks/. I include these letters in the continuous consonants since the second part of the sound can be held.) 12. The second group of words has stopped consonants at the beginning of the word. Stopped consonants cannot be held. The sound disappears after you pronounce it. I use these stopped consonants: b, c, d, g, j, k, p, and t. These words are the hardest for beginners to read because it is more difficult to connect the sound of the first consonant and the following vowel smoothly. 2009 by Kathryn J. Davis 5
13. In this booklet, I ve put words that begin with the same consonant together on the page. For example, the words fan, fat, fad, and fax will appear together. This repetition helps the student master oral blending of the first consonant and the following vowel. It also helps the student learn to watch carefully and be aware of the ending consonants, since they change from one word to the next. 14. Beginning readers master these beginning decoding skills at different rates. It is important for students to take ownership over the need to practice reading and rereading the material until it can be read smoothly, with good expression. Many students have difficulty getting started, but go on to master the material very well. 2009 by Kathryn J. Davis 6
a ant f a n f a t f a d f a x h a d h a m h a t l a b l a d l a p fan fat fad fax had ham hat lab lad lap 2009 by Kathryn J. Davis 7
a ant fan ham fat hat fad lab fax lad had lap 2009 by Kathryn J. Davis 8
a ant l a ss m a d m a n m a p m a ss m a t M a x n a g N a n n a p lass mad man map mass mat Max nag Nan nap 2009 by Kathryn J. Davis 9
a ant lass mat mad Max man nag map Nan mass nap 2009 by Kathryn J. Davis 10
a ant r a g r a m r a n r a t s a d s a g S a m s a p s a t s a x rag ram ran rat sad sag Sam sap sat sax 2009 by Kathryn J. Davis 11
a ant rag sag ram Sam ran sap rat sat sad sax 2009 by Kathryn J. Davis 12
a ant v a n v a t w a g w a x y a k y a m y a p z a p a dd a x van vat wag wax yak yam yap zap add ax 2009 by Kathryn J. Davis 13
a ant van yam vat yap wag zap wax add yak ax 2009 by Kathryn J. Davis 14
a A Sight Words 1. Nan had a fan. 2. A man ran. 3. Sam ran a lap. 2009 by Kathryn J. Davis 15
a A Sight Words 1. A man had a hat. 2. Nan sat. 3. Max had a nap. 2009 by Kathryn J. Davis 16
z z as has Sight Words 1. A man has an ax. 2. Sam has a sax. 3. A man has a van. 4. Max has a hat. 2009 by Kathryn J. Davis 17
z was Sight Words 1. Max was mad. 2. Sam was sad. 3. Nan was at a lab. 4. A rat was fat. 2009 by Kathryn J. Davis 18
a ant b a d b a g b a ss b a t c a b c a m c a n c a p c a t bad bag bass bat cab cam can cap cat 2009 by Kathryn J. Davis 19
a ant bad cab bag cam bass can bat cap bat cat 2009 by Kathryn J. Davis 20
a ant d a b d a d d a m D a n g a s j a b j a m J a n j a zz p a d dab dad dam Dan gas jab jam Jan jazz pad 2009 by Kathryn J. Davis 21
a ant dab jab dad jam dam Jan Dan jazz gas pad 2009 by Kathryn J. Davis 22
a ant P a m p a n p a ss p a t t a b t a g t a m t a n t a p t a x Pam pan pass pat tab tag tam tan tap tax 2009 by Kathryn J. Davis 23
a ant Pam tag pan tam pass tan pat tap tab tax 2009 by Kathryn J. Davis 24
z as has Sight Words z 1. Pam has a pan. 2. Dan has a cat. 3. Pat has a bat. 4. Sam has a cap. 5. Sam has a gap. 2009 by Kathryn J. Davis 25
was Sight Words 1. Dan was sad. 2. A cat was fat. 3. A cat was bad. 4. Dad was mad. 2009 by Kathryn J. Davis 26
i in f i b f i g f i ll f i n f i t f i x f i zz h i d h i ll h i m fib fig fill fin fit fix fizz hid hill him 2009 by Kathryn J. Davis 27
i in fib fix fig fizz fill hid fin hill fit him 2009 by Kathryn J. Davis 28
i in h i p h i ss h i t l i d l i p l i t L i z m i ll m i ss m i tt hip hiss hit lid lip lit Liz mill miss mitt 2009 by Kathryn J. Davis 29
i in hip lit hiss Liz hit mill lid miss lip mitt 2009 by Kathryn J. Davis 30
i in m i x qu i ll qu i t qu i z r i b r i d r i g r i m r i p s i ll mix quill quit quiz rib rid rig rim rip sill 2009 by Kathryn J. Davis 31
i in mix rid quill rig quit rim quiz rip rib sill 2009 by Kathryn J. Davis 32
i in s i p s i t s i x v i m w i g w i ll w i n y i p i ll i n sip sit six vim wig will win yip ill in 2009 by Kathryn J. Davis 33
i in sip will sit win yip six vim ill in wig it 2009 by Kathryn J. Davis 34
I Sight Words 1. Will I win? 2. I will win. 3. I will miss him. 4. I will mix it. 2009 by Kathryn J. Davis 35
z is z his Sight Words 1. Jan is ill. 2. Sam will wax his van. 3. Dan is six. 4. It is his cat. 2009 by Kathryn J. Davis 36
i in b i b b i g b i ll B i ll b i n b i t d i d d i g d i ll d i m bib big bill Bill bin bit did dig dill dim 2009 by Kathryn J. Davis 37
i in bib bit big did bill dig Bill dill bin dim 2009 by Kathryn J. Davis 38
i in d i p g i ll j i b j i g J i ll J i m k i d K i m k i n k i p dip gill jib jig Jill Jim kid Kim kin kip 2009 by Kathryn J. Davis 39
i in dip Jim gill kid jib Kim jig kin Jill kip 2009 by Kathryn J. Davis 40
i in k i ss k i t p i g p i ll p i n p i t t i ll T i m t i n t i p kiss kit pig pill pin pit till Tim tin tip 2009 by Kathryn J. Davis 41
i in kiss pit kit till pig Tim pill tin pin tip 2009 by Kathryn J. Davis 42
I Sight Words 1. I will hit it. 2. I will zip it. 3. I lit it. 4. I hid. 2009 by Kathryn J. Davis 43
z is z his Sight Words 1. It is his kit. 2. It is his bib. 3. It is his mitt. 4. It is his rig. 2009 by Kathryn J. Davis 44
Sentences 1. Bill will fix it. 2. Kim will kiss him. 3. Did Pat dig it? 4. A big pig has a wig. 2009 by Kathryn J. Davis 45
Sentences 1. It bit him. 2. Pam will miss it. 3. Did Jim miss? 4. Kim will win. 2009 by Kathryn J. Davis 46
Sentences 1. It can hiss. 2. It is bad. 3. Bill hit him. 4. Jan did a kip. 2009 by Kathryn J. Davis 47
Sentences 1. A man is in a cab. 2. Dad is in his van. 3. Pam is at a dam. 2009 by Kathryn J. Davis 48
o ox f o b f o g f o x h o g h o p h o t l o g l o p l o ss l o t fob fog fox hog hop hot log lop loss lot 2009 by Kathryn J. Davis 49
o ox fob hot fog log fox lop hog loss hop lot 2009 by Kathryn J. Davis 50
o ox l o x m o m m o p m o ss n o d n o t R o b R o n R o ss r o t lox mom mop moss nod not Rob Ron Ross rot 2009 by Kathryn J. Davis 51
o ox lox not mom Rob mop Ron moss Ross nod rot 2009 by Kathryn J. Davis 52
o ox s o b s o d w o k o dd o ff o n o x sob sod wok odd off on ox 2009 by Kathryn J. Davis 53
o ox sob odd sod off wok on ox 2009 by Kathryn J. Davis 54
Sentences 1. A bat is on a mat. 2. Mom was mad. 3. A hat is on a cat. 4. A tag is on a bag. 2009 by Kathryn J. Davis 55
Sentences 1. A cat is on a mat. 2. A mad cat sat on a rat. 3. A cat is on a van. 2009 by Kathryn J. Davis 56
Sentences 1. Mom will mop. 2. Moss is on a log. 3. It can hop. 2009 by Kathryn J. Davis 57
Sentences 1. A hog is fat. 2. Mom was hot. 3. Rob was not hot. 2009 by Kathryn J. Davis 58
o ox B o b b o g b o ss b o x c o b c o d c o n c o t d o g d o ll Bob bog boss box cob cod con cot dog doll 2009 by Kathryn J. Davis 59
o ox Bob cod bog con boss cot box dog cob doll 2009 by Kathryn J. Davis 60
o ox D o n d o t g o t j o b j o g J o hn j o t p o d p o p p o t Don dot got job jog John jot pod pop pot 2009 by Kathryn J. Davis 61
o ox Don John dot jot got pod job pop jog pot 2009 by Kathryn J. Davis 62
o ox p o x T o m t o p t o ss t o t pox Tom top toss tot 2009 by Kathryn J. Davis 63
o ox pox top Tom toss tot 2009 by Kathryn J. Davis 64
Sentences 1. A dot is on a pot. 2. A dog is on a log. 3. Bob has a box. 4. Bill is on a hill top. 5. A fox got on a box. 6. Rob did his job. 2009 by Kathryn J. Davis 65
Sentences 1. A dog was hot. 2. A lid is on a pot. 3. A cat is on a box. 4. A pot is hot. 5. Rob can jog. 6. Tom has a pot. 2009 by Kathryn J. Davis 66
u up f u n f u ss f u zz h u ff h u g h u ll h u m h u t m u d m u ff fun fuss fuzz huff hug hull hum hut mud muff 2009 by Kathryn J. Davis 67
u up fun hull fuss hum fuzz hut huff mud hug muff 2009 by Kathryn J. Davis 68
u up m u g m u m m u tt n u t r u b r u g r u n s u b s u m s u n mug mum mutt nut rub rug run sub sum sun 2009 by Kathryn J. Davis 69
u up mug run mum sub mutt sum nut sun rub up rug us 2009 by Kathryn J. Davis 70
Sentences 1. I can run. 2. Mom will fuss. 3. Pam can hum. 4. Jan has a muff. 5. Jill has fun. 6. It has fuzz. 2009 by Kathryn J. Davis 71
Sentences 1. Mud is on a pig. 2. Sam will hug Tom. 3. Jan is in a hut. 4. A mug is hot. 5. Jan ran up a hill. 6. Bill will fuss. 2009 by Kathryn J. Davis 72
u up b u d b u g b u n b u s b u zz c u b c u ff c u p c u t d u g bud bug bun bus buzz cub cuff cup cut dug 2009 by Kathryn J. Davis 73
u up bud cub bug cuff bun cup bus cut buzz dug 2009 by Kathryn J. Davis 74
u up d u ll g u ll g u m G u s j u g p u ff p u p p u s p u tt t u b dull gull gum Gus jug puff pup pus putt tub 2009 by Kathryn J. Davis 75
u up dull puff gull pup gum pus Gus putt jug tub 2009 by Kathryn J. Davis 76
u up t u g t u x u p u s tug tux up us 2009 by Kathryn J. Davis 77
u up tug up tux us 2009 by Kathryn J. Davis 78
Sentences 1. Gus is on a bus. 2. A pup is up. 3. A bug is on a rug. 2009 by Kathryn J. Davis 79
Sentences 1. A man dug up a jug. 2. It is his tux. 3. Mom cut it. 2009 by Kathryn J. Davis 80
A verb is a word that tells about an action. Put an _s on the end of a verb if one person or thing is doing the action. Suffix Study _s run sit rub tap hug jog cut hop fill hum runs sits rubs taps hugs jogs cuts hops fills hums 2009 by Kathryn J. Davis 81
A verb is a word that tells about an action. Put an _s on the end of a verb if one person or thing is doing the action. Suffix Study _s 1. Gus runs a lap. 2. Mom hums. 3. Jill runs up a hill. 4. Tim tugs on it. 2009 by Kathryn J. Davis 82
e egg f e d f e ll f e z h e m h e n l e d l e g l e ss l e t M e g fed fell fez hem hen led leg less let Meg 2009 by Kathryn J. Davis 83
e egg fed led fell leg fez less hem let hen Meg 2009 by Kathryn J. Davis 84
e egg m e n m e ss m e t N e d n e t r e d s e ll s e t v e t w e b men mess met Ned net red sell set vet web 2009 by Kathryn J. Davis 85
e egg men red mess sell met set Ned vet net web 2009 by Kathryn J. Davis 86
e egg w e d w e ll w e t y e ll y e s E d e gg wed well wet yell yes Ed egg 2009 by Kathryn J. Davis 87
e egg wed Ed well egg wet yell yes 2009 by Kathryn J. Davis 88
Sentences 1. Yes, Sam will win. 2. A bag fell. 3. It is a big mess. 2009 by Kathryn J. Davis 89
Sentences 1. A man has a fez. 2. Tom fell. Tom will yell. 3. Don has less. 2009 by Kathryn J. Davis 90
Sentences 1. Meg will sell a fan. 2. Ned will dab it. 3. It is red. 2009 by Kathryn J. Davis 91
Sentences 1. A dog got wet. 2. Ed fed his dog. 3. Ned met Meg. 2009 by Kathryn J. Davis 92
e egg b e d b e g b e ll B e n B e ss b e t d e n g e t j e t J e ff bed beg bell Ben Bess bet den get jet Jeff 2009 by Kathryn J. Davis 93
e egg bed bet beg den bell get Ben jet Bess Jeff 2009 by Kathryn J. Davis 94
e egg k e g K e n p e p p e n p e t p e g T e d t e ll t e n keg Ken pep pen pet peg Ted tell ten 2009 by Kathryn J. Davis 95
e egg keg peg Ken Ted pep tell pen ten pet 2009 by Kathryn J. Davis 96
Sentences 1. A web is on a bell. 2. Ken is in bed. 3. Ted fed Ned. 4. Bess will get a pet. 2009 by Kathryn J. Davis 97
Sentences 1. A pet is wet. 2. Ben will not get wet. 3. Jeff is on a jet. 2009 by Kathryn J. Davis 98
A noun is a word that names a person, place, or thing. Put an _s on the end of a noun to show that there are two or more. Suffix Study _s cat cats dog dogs hill hills fin fins kid kids 2009 by Kathryn J. Davis 99
A noun is a word that names a person, place, or thing. Put an _s on the end of a noun to show that there are two or more. Suffix Study _s kid kids pin pins pill pills bib bibs cup cups 2009 by Kathryn J. Davis 100
A noun is a word that names a person, place, or thing. Put an _s on the end of a noun to show that there are two or more. Suffix Study _s 1. Ben has six cats. 2. Ten cups fell. 3. Six dogs ran up a hill. 4. Bess has ten pens. 2009 by Kathryn J. Davis 101
A noun is a word that names a person, place, or thing. Put an _s on the end of a noun to show that there are two or more. Suffix Study _s 1. Six pigs got wet. 2. Ten kids hid. 3. Ed will pet his dogs. 4. Gus fed his cats. 2009 by Kathryn J. Davis 102
A verb is a word that tells about an action. Put an _s on the end of a verb if one person or thing is doing the action. Suffix Study _s wag get hit beg tug tell pop hug nod yap wags gets hits begs tugs tells pops hugs nods yaps 2009 by Kathryn J. Davis 103
A verb is a word that tells about an action. Put an _s on the end of a verb if one person or thing is doing the action. Suffix Study _s 1. A hen sits on an egg. 2. Ben gets a red cap. 3. Sam sits on his bed. 4. Bob fills up a box. 5. Ed nods at his dad. 6. A dog runs up a hill. 7. Jeff hugs his cat. 2009 by Kathryn J. Davis 104
Put an apostrophe s at the end of a person s name to show that something belongs to that person.. Suffix Study _ s Sam s cat Pam s pan Ben s cap Jill s doll Tom s van 2009 by Kathryn J. Davis 105
Put an apostrophe s at the end of a person s name to show that something belongs to that person.. Suffix Study _ s 1. Sam s cat is on his bed. 2. Ed s dog will win. 3. Ben s cap is red. 4. Jill s doll is on a box. 5. I will wax mom s van. 6. Jeff will get dad s map. 2009 by Kathryn J. Davis 106
Sight Word Review z a is Ī A was z his z as z has 2009 by Kathryn J. Davis 108