Foundational Phonics Word Mastery
Book Two a first course in word mastery
for excellence in reading
By Ariel Gunther
All photographs by Ariel Gunther Cover image “Sunday Afternoon” by George Bernard O’Neill
All other images used within this book presumed to be in the public domain
Adapted, modernized and inspired, by
Lewis B. Monroe’s “First Steps in Spelling” published 1874, Lewis B. Monroe’s “Chart Primer” published 1877,
Florence Akin’s “Word Mastery” published 1913, Fred Eager’s “Write Italic! I” published 1965.
Foundational Phonics Word Mastery, second edition Copyright © 2017 by Ariel Gunther All rights reserved. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher. ISBN 978-0-9974842-3-6 Published by Little Seedlings Press, LLC Lakeville, Ohio USA www.LittleSeedlingsPress.com
"For the mind does not require filling like a pail, but rather, like wood, it only requires kindling to create in it an impulse to think
independently and an ardent desire for the truth.” - Plutarch
Dedicated to
Ricky Alexia
Triston Relinda Deborah Shekinah Cedric Bithia Judah
Thanks for inspiring me and being great guinea pigs
and also to
My mother, Rachel, who taught me the most important subject - reading
and my sister, Marion, who pushed me to finish this project and to never give up.
Thanks for all your suggestions, encouragement,
and help with refining the final edit.
A Note from the Author
Foundational Phonics stands apart from most other reading curriculums in that it is
based on the true phonics method, which teaches students how to read by learning
to sound out and decipher words in a simple, logical, step-by-step process.
Sadly, many popular reading curriculums of today are based on the Whole Word
(word guessing) method. This requires students to memorize hundreds of words
(symbols) and their meanings in order to be able to read the most basic books.
This method of teaching can lead to great confusion and frustration for students and
has reduced reading to the equivalent of Chinese picture symbols or hieroglyphics.
Students are given an unattainable goal of continual word (symbol) memorization.
Where sight reading requires students to memorize endless lists of words, the true
phonics method of reading requires only the mastery of 26 letters and their associated
sounds in order to unlock the power of letters and the mechanics of reading. With this
knowledge, students can decode and decipher any word they come across. There should
be no “levels” of reading. Once a student knows how to read, he can read anything.
Modern curriculums that are phonics based tend to go to the other extreme where
concepts are overthought and analyzed to the point of becoming a complex, daunting
system with a myriad of rules to learn and memorize. Even more confusing are programs
that start with the whole word method but also add in partial phonics rules to the mix.
This decline in true, logical phonics instruction has proven to be detrimental. In the name
of “simplification” and “modern methods”, American students have entered an epidemic
of functional illiteracy. According to the latest study conducted by the U.S. Department
of Education and the National Institute of Literacy, 32 million adults in the U.S. (1 out of
8) cannot read, 21 percent of adults in the US (1 out of 5) read below a 5th grade reading
level, and 19 percent of graduating high school students (1 out of 5) cannot read.
Foundational Phonics brings students back to the logical, natural, time tested method
of reading instruction used by our forefathers. It restores the beauty and simplicity of an
age when communication was an art, and ushers students into a love for reading, which
is a gift that will open the gateway to literacy and serve them for their entire lives.
My hope is that this curriculum will fuel young minds with a passion for learning and
be a blessing to all who use it. May it be the spark that ignites a new Age of Literacy.
Table of Contents
How to use this book ………………………………………………………………….…..………………1 Proper pencil grip instructions…………..……………………………………...………… 2 Proper handwriting..……………………………………………………………………….… 3
Chapter 1 Short Vowel Sounds…………………………………………………………………...….4 ă as in cat ……………………………………...………………………….………………….. 5 ĕ as in hen ………………………………………...……………………………….………….. 8 ĭ as in sip ………………………………………………………………………….………….. 10 ŏ as in box ………………………………………………….…………………….…………… 12 ŭ as in rug …………………………………………………….……………………………… 14 Review …………………………………………………………………………………………… 16 Mastery Milestone Challenge ……..…………………………………………………….20
Chapter 2 Silent E ……………………………………………………………………….………………21 Review ……………………………………………………………………………………….... ..25 Mastery Milestone Challenge…………………………………………………………... 28
Chapter 3 Syllables …………………………………….………………..………………...………... 29 Open & Closed Syllables …….……….….……………….…….……………………….. 31 Mastery Milestone Challenge ……..….……………………………………………..… 34
Chapter 4 Sounds of S …………………………………….……………………..………………... 35 hissing s ………………………………………………………….…………………………….. 36 buzzing s …………………………………………………………….…………………………..37 Review ………………………………………………………………..………………………….38 Mastery Milestone Challenge…………………………………………………………….40
Chapter 5 Consonant Twins……………………………..………………………………………….41 ll as in hill ……..………………………………………………………………………………42 ck as in sick ..………………………………………………….………….……………………43 ss, nn as in moss or inn ..……………………..…….……………………………………44 ff, bb, gg muff, ebb or egg ……………..………………………………….………………45 puncuation - period …………………….……………………………………...…………..45 Review …………..……………………………………………………………………….………46 Milestone Mastery Challenge ……………………………………………………………49
Chapter 6 K Sidekicks and Q Review ………....………………….………………..……..…..50 ck word endings……………………………………………..…………….………………….52 sk word endings……………………………………………..…………….…………………..51 nk word endings……………………………………………..………………………..……..53 lk word endings……………………………………………..………………………………..54 Review .……………..……….….……………..…………………………………..…………..55 Q review ………..……………………………...…………..………….………………………58 punctuation - exclamation point ……………………….………...…………………..58 Milestone Mastery Challenge ……………………………………..………..………….59
Chapter 7 Consonant Couples ………………………..……………………………….………….60 sh as in ship .………………………………..…………………………………..………..…61 ch as in chop .……………………………..……………………………..…………..……..63 th as in thin and thee ……………….………………………………………….…..…..65 wh as in whip .…..…………………………………………………………………......….67 ng as in sing …....…………………………………………………………………………..69 Review .……………………………………..………….…………………………………….…71 punctuation - question mark ………..……..…………………………………………..71 Mastery Milestone Challenge ……..…...………………………………..…………...74
Chapter 8 Consonant Blend Teams .……..……….………………………………………….…75 bl as in bless .……………………………………...…………………………………………76 cl as in clap .………………………………………..……………………………………….78 fl as in flag .…..……………………………………..……………….…………………….80 gl as in glad .…………………………………………..……...…….……………………..81 pl as in plum ..…………………………………………..…………….…………………..84 sp as in spot .………………………………………………..………....…………………..86 sl as in slug .…………………………………………………..………………………….…88 br as in brave …………………………………………………..…………………………..90 cr as in crab .……………………………………………………..……………………….…92 sc as in scum ...……………………………………………………...……………………..94 sk as in skin ...…………………………………………………………...………………….96 dr as in dress ………………………………………………………….…..…………….….98 punctuation - comma …………………………………………………...……..………..98 fr as in frog .…………….……………………………………………….…..……....…..100
gr as in grape ...……………………………….………………………….……….……..102 pr as in prize .…..……………………………………………….……….…….………..104 tr as in truck ...…………………………………………………………….….…………106 str as in strong ..…………………………………………………..……….…………...108 punctuation - apostrophe ….……………………………………..….……………...108 st as in stop .……………………………………………………………….….……….…..110 sm as in smell ……………………………………………………………………………...112 sn as in snake .………………………………………………………….…...…..………..114 sw as in swim ………………………………………………………….…………………..116 tw as in twig ..……………………………………………………….………………….…118 ts, ps as in nests, lisps……………..…………………………………………………….120 Review ………………………………………………….….………..………………………..121 Mastery Milestone Challenge ……………………………….…………..………….123
Chapter 9 Vowel Friends ………………………………………………………………………… 124 Syllables Review ………..……….…..…..……………………….………………………125 āi as in sail .……………………………………………………….…………..…....…...126 silly y overview ………………..……………………………….………………..….…...130 āy as in day ..…………………………………………………..………..……….……...133 ī as in wild, pie ….…….……………………………………....……………………....…135 īgh as in night...……….………………………………….….……………………………136 silly y long ī as in my ………………………….…….………………………………..137 ēe as in bee ….…….……………………………………………………………………..….131 ēa as in tea ….…….……………………………………………………………………..…141 silly y long ē as in monkey ..……………..…………………………………....……145 silly y long ē as in silly …...……………………………………………..….……….146 ūi as in fruit …………………………………………………………………….………..148 ōa as in soap .………………………………………………………………….………….150 ōe as in toe ..……….…………………………………………………………..……………151 other long ō words as in old .………………………………………….….………….152 ōugh as in dough ..……………………………………………………….………….…..154 ōw as in low ..…………………………………………………………..…………………155 Mastery Milestone Challenge .……………...……………………..……………..…159
Chapter 10 Vowel Couples ..……….……………………………..……………………………..160
ow! as in cow …………………………………………………..……………..……….....161 Homograph Exercise …….…..…….…………..…………..….……………………….163 ou! as in loud ..…………………………………………….……………………………..164 oi, oy as in toy ………………….……………..………….……………………………..166 as in cool …………………………………..…….…….……………………………….168 as in you …………………………………………..…..……….…….…………….…..171 ew as in stew ………..…………………………………………………………....……...173 as in wood ………...…………………………………………..………………………175 as in could …………….……………………..…………...…..……………………..176 aw as in law ..…………………………………………..…………..…………………...178 augh, ough as in taught ………………………………………….…………………..180 Mastery Milestone Challenge ..……………………………………………………...182
Chapter 11 Special C Sounds .………………………………………………………………...…183 c = s as in ice ...………..……………………………………………….………………...184 sc = s as in scent ...…………………………………………………..………..………….187 Mastery Milestone Challenge …………………………………………….….………189
Chapter 12 Special G Sounds ……………….…………………………………………………..190 g = j as in gem. ...………………………………..……………………….……………….191
Special C and G Review ……………..………………………………….………………194 Mastery Milestone Challenge ..……………………………………….………………195
Chapter 13 Bossy R …………………………………………………………………………….…...196 ar as in car ………………………………………………………………….……………..197 er as in fern .………………………………………………………………….………….200 ir as in bird ……………………………………………………………………..………..202 or as in fork ………………………………………………………………………….…..204 ur as in burn..…………………………………………………………………..……….206 Mastery Milestone Challenge ………………….……………………………...…...209
Chapter 14 Strange and Peculiar Vowel Sounds………..………………………..…….….210 ie = ē as in chief ……………………………………..………………………………….....211 ei = ā as in vein …………………………………………..……………………………….213 eigh = ā as in weigh ……..……………………………………....………………….....214 mute a as in head ………….……………………..…………………..…………...…….216 mute u as in build ….…….……………………………………………..……………….218 o = ŭ as in son …………………..…………………………………………..…………...220 a = ŏ as in swan ………….……………………………………………………….……...222 i = ē as in police …………………………………..……………………………..…….…224 final silent e as in bubble …………………………………..……………..……………226 Mastery Milestone Challenge ………………………………………………..…….…227
Chapter 15 Suffixes and Word Endings ....……………….…..…………………………….228 ed as in grunted, milked .…..…………..………..…………………….…..….……..229 ing as in lifting ….…………………………….……………………………………...….235 able as in movable …………………………....………………………………………….239 ible as in terrible ……………………………….……………………………………….…241 ion as in action “shun”….…………………….………………...………..……….……243 ial as in social “shul” ………………………….……………………..…………………244 ous as in dangerous .………………………….……………………...………….....….246 Mastery Milestone Challenge ………………………………………...……………..248
Chapter 16 Other Strange Sounds ....…………..…….…………………….…..…………....249 Mute k as in knot …………………………….………………………...…….…….…..250 Mute g as in gnat ………………………………………………………………..……...252 Mute w as in wren………………………………………………………………….......254 Mute b as in lamb …………………………………………………...………………….256 Mute n as in autumn …………………………..…………………………………...…258 Mute h as in hour …………………………….…………………………………………260 Mute h as in ache ………………………………………………………..…...…….…..262 gh, ph = f as in laugh and photo……………………………………..……..……..264 qu = k as in antique ..……………………………………………………………........266 ch = sh as in chef ………………………………….…………………………………..…268 et = ā as in ballet ……………………….………..……………………………………...270
Final Milestone Mastery Challenge ……..………………..………………….……..…………272
1
How to use this book:
Before beginning Book Two, students should complete Book One - Letter Mastery, or the
teacher should be confident that they have mastered all of their letters with the ability to
quickly recall the sounds of all short vowel and consonant sounds. They should also have
mastered all the basic sight words taught in Book One which include: a, the, I, to and of.
If your student struggles with the first chapter of review in this book, Book One is a better
place to start. If students are not armed with the tools and knowledge they need, learning to
read can become a frustrating and daunting chore, rather than an adventure.
Chapters
Chapters are divided up by phonetic word groups to help students tackle one concept at a
time, adding precept upon precept to the solid foundation that has been laid in Book One.
There is no required schedule for these lessons. Some chapters are longer and some are
shorter depending on the topic being covered. The best rule of thumb is to go at whatever
pace your student is most comfortable with. You should try to do lessons often enough
that they don’t forget what they have learned, but not so fast that they are overwhelmed.
Teachers can also easily use the boxed word lists from any lesson in this book to reinforce
spelling, vocabulary, or dictation lessons on lined paper.
Flash Cards
All flashcards are included, and can be found in the back of this book. Each lesson that has
a corresponding flashcard will be noted with a “flash cards” bubble on the page. They are
important tools that help solidify for the student all that he has learned. An easy way to keep
track of them is to put them in small envelopes or “zipper” baggies . Tape two envelopes or
baggies to the inside cover of this book, so that you are still able to open them. As students
progress through the book they should place their “mastered” cards in the first bag, and their
new cards in the second one. All of their mastered cards should be practiced, at least at the
conclusion of each lesson, but it will not hurt to practice them more often. If they are thriving
and can easily recall all the sounds they have covered, your practice is sufficient. If they are
struggling, flash cards need to be practiced more often.
Most importantly, keep it fun!
Milestones
Each chapter concludes with a “Mastery Milestone Challenge” to help reinforce what the
student has learned and give them a sense of accomplishment. This can also help the
teacher gauge how well the student is comprehending the lessons.
2
Chapter Two
Silent E
3
Silent E
Read and practice these words:
Silent { } is a helper vowel.
He loves to help others say their names.
If { } is at the end of a word, he lets the first vowel say it’s name,
and he stays silent because he is a gentleman.
Example: ăt / āte hĭd / hīde rŏd / rōde cŭt / cūte
Chapter 2
ăt făt slăt tăp căn văn
āte fāte slāte tāpe cāne vāne
hăt măt căp măn păn măd
hāte māte cāpe māne pāne māde
Do you remember what a breve is? It looks like this: { ˘ } We use a breve to remind us to use the short vowel sound in words like:
căp pĕt hĭd nŏt cŭt
This is a macron: { ˉ }. We use a macron to remind us to use the long
vowel sound in words like:
cāpe Pēte hīde nōte cūte
4
Silent E
Read and practice these words:
Read and copy this sentence:
It is a fine kite.
Chapter 2
kĭt hĭd pĭn
strĭp dĭn wĭn
kīte hīde pīne
strīpe dīne wīne
bĭt rĭd rĭp dĭm fĭn kĭn
bīte rīde rīpe dīme fīne kīne
5
Silent E
Read and practice these words:
Read and copy this sentence:
I hope the frog will not hop.
Chapter 2
hŏp slŏp rŏb ŭs cŭb
plŭm
hōpe slōpe rōbe ūse cūbe
plūme
mŏp rŏd nŏt tŭb tĭn cŭt
mōpe rōde nōte tūbe tīne cūte
6
Silent E
Read and practice these words:
As you read this story out loud, mark all the vowels that make the short sound with a breve { }. Mark all the vowels that make the long sound with a macron { - }. Cross out all the silent e’s { }.
Chapter 2 Review
rip fine mat hate hop
note plum tune dine cap
robe fin cub ripe rode
tub cane fun rod
plume
Tom gave Jane a fine ripe plum. Jane will make a cake. Tom will bite the cake. Jane will bite the plum. Yum! Tom is glad and Jane is glad.
7
Silent E
Read and practice these words:
Read and copy these sentences:
Dad gave us a ride.
It was a fun time!
Chapter 2 Review
bite ride man same
not rode us
cube
slat hope pin use
tape wine rob
slate
8
Silent E
Read and practice these words:
Read and copy these sentences:
Babe is safe in bed.
Can you write your own sentence using a Silent E word?
Chapter 2 Review
fade made late date
lame same lake rake
make cake ape babe
name tame safe gaze
9
Mastery Milestone Challenge!
Have you mastered this chapter? Try these fun challenges.
Circle the correct word for each sentence:
Fill in the blank space using a silent { } word:
Jane will _____ a cake. The babe is _____ in bed. We had a fun _____!
Chapter 2
(Example: Dan has the tap/tape )
The pig at/ate the cob. The fat/fate cat sat on Sam.
It is fun to rid/ride in the van/vane.
10
Chapter
Eleven
Special C Sounds
11
Special C Sounds
Read and practice these words: Say “s” as you circle the { e, i or y } after every { c }
Read and copy this sentence:
Alice is nice to her pet mice.
ice slice lace trace sĭnce
rice price place brace quĭnce
mice twice space grace prĭnce
nice face race fĕnce Alĭce
Chapter 11
Here is a neat trick!
When { c } and { g } are written before { e, i, or y }, they can change their sounds.
{ c } changes her sound to the soft sound of { s } = “s”
and { g } changes his sound to the soft sound of { j } = “j”
c e
c i = { s } Example: nice, city, spicy
c y
c=s
12
Special C Sounds
Read and practice these words: Say “s” as you circle the { e, i or y } after every { c }
* Remember, if { y } is at the end of a syllable he makes the long { ī } sound. See page 137.
Read and copy this sentence:
These plums are juicy!
ounce cease
c ·clone* spice
bounce center juice spic·y
flounce cin·der īc·ĭ·cle
grō·cer·y
cell cit·y
pen·cil jui·cy
Chapter 11 c=s
13
Special C Story Review
Read and practice these words:
Set up the race by the fence! Tommy and John will race.
Since they are nice, they will race twice. When they are done, they will eat some rice.
Alice will bring them some water and ice. They will be hot from racing.
Chapter 11
rac·ing fence nice
twice rice ice
c=s
14
Special C
Read and copy this sentence:
The moon is a
crescent shape tonight!
scĕnt scī·ence
scēne scī·en·tist
scē·ner·y cres·cent
scis·sors fas·cin·āte
Chapter 11
These words all have an { s } before { c }, but they still follow the same rule:
When { c } is followed by { e, i, or y } it says “s”.
Together, { s } and { c } make the “ss” sound just like a consonant twin team.
sc=s
15
Special C Story Review
Read and practice these words:
A scientist is on the scene. He has found something fascinating!
Is it a bug? Is it a fish? No, it is the scent of a floating flower.
Look! He has cut the flower with scissors. He will take it home and try to understand
how God can make it smell so sweet.
Chapter 11
scī·en·tist scis·sors
scent scene
fas·cin·a·ting
sc=s
16
Mastery Milestone Challenge!
Have you mastered this chapter? Try these fun challenges.
Fill in the missing letters to solve the puzzle and find out the secret message:
Draw a line to match the words with the Special C sound they make:
Chapter 11 Special C
cell spice cat
grace act
s c s c s
Alic_ is nic_ to her pet mic_. The plums are fresh and juic_!
May I have a penc_l? Set up a rac_ by the fenc_!
Clean the c_nders from the fireplac_. A sc_entist is on the sc_ne.