Foundational Phonics Letter Mastery

Book One a pre-reading course in letter

and sound mastery

By Ariel Gunther

All photographs by Ariel Gunther. Cover image “Mother and Daughter” by George Goodwin Kilburne.

All other images used within this book presumed to be in the public domain.

Adapted, modernized, and inspired by Florence Akin’s “Word Mastery,” published 1913.

Fred Eager’s “Write Italic! I,” published 1965.

Foundational Phonics Letter 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 978-0-9974842-2-9

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 myriads 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

To the teacher …………………………………………..……………………………..……....1 How to use this book ………….………………………..…………………..……………….3 Diacritical marks index ………………..…..………………………………………..…..4 Proper pencil grip instructions ……………………..…………..……………………...5 Proper handwriting instructions …………………..…….….…………………………6 M …………………....….…………………………..………………...…………………………8 A ……………..……………………….…..………..………………..…………………………18 N .....………………………………..…………………………………………………………..28 R ……………………………………..…………………………………………..…………..…40 F ….……………………………………………………..……………………………………….54 S ……….………………………….…………………..…………………………………………66 Capitalization rule ………………………..……………………………….………………76 E …………..……………………………..………………………………………..……...……80 A, the word ………………………………..……………………………………...…………90 T …………..………………………………..………………………………………...…..……94 L ..……..………………………………..……………………………………….……………108 H ...……..……………………………..……………………………………..……………..…122 “the”- sight word ……………………..…………………………..…………..……………131 G ……………………………………….………………………………...…………………….136 C ..……………………………………..…………………………...………………………….150 K .…………………………………..………………………………..……………………..…163 B .….………………………………..…………………………………………..………………177 I …….……………………………..…………………………………………..……….……..190 I, the word .………………………..…………………………………………………...…200 D ….……………………………..……………………………………………………..…….204 P .………………………………..……………….……………………………………………..218 O .……………………………..………………………….………………………………..….232 “to” - sight word ……………..…………………………..………………………………241 J .………………………..……………………………………………...…………………….246 “of”- sight w.ord ………..………………………………………………..……………….255 W …………...…………………………………………………………………………..……260 U …….……….……………………………………………………………………………..…274 Z ..……………………………………………………………………………………………...288 X ..…………………………………………………………………………………………..…302 Q .………….…………………………..……………………………………………………...316 “qu” rule ..…………………………..……………………………………………………..…321 V ……………………………………………………………………………………………....330 Y ……………………………………………………………………………..………………..344

1

To the teacher - before you begin:

To truly thrive at reading, a student must first learn how to

Hear and pronounce the sounds in words (ear and tongue training)

Identify the letters and the individual sounds they make (eye training)

Understand how to form words with those letters (word building)

Ear Training

The purpose of this exercise is for students to start hearing letter sounds in the words

we speak every day. Ideally, Ear Training should begin before any letters or letter

sounds are taught. This helps students learn how to hear individual letter sounds and to

understand that words are actually made up of many different sounds blended together.

To begin, tell your students you are going to play a little game, and explain that

they should listen very carefully to what you say, and try to do it without speaking.

Start by giving them simple tasks like, “Tap your head” but say the words phonetically.

Example: “T-a-p your h-ea-d”. Letter sounds (not letter names) should be spoken

individually and vowel blends should also be spoken just as you would say them in a word.

For example in the word “h-ea-d” you should say the sounds “h-ĕ-d’ because “ea” is

pronounced “ĕ” in “head”. The same applies to blends like “sk”, “sl”, “cl”, etc. Say

them as they sound, even if a particular letter does not make that sound by itself.

An explanation of long vowel sounds, blends and more complex concepts will be

applied in Book Two, when students have reached the Word Mastery level.

More examples:

“Please bring me a b-o-x” or “Show me something r-e-d.”

“t-a-p on your d-e-sk,” “cl-a-p your h-an-ds,”

“r-u-n to the d-oo-r,” “h-o-p to the w-in-dow,” etc.

As your students catch on, add in more and more words. This does not have to

be a structured “game”. After students are comfortable with the idea, you can

randomly use this game throughout the day for everyday tasks.

Remember to keep it fun!

2

Learning to hear the different sounds in a word, will give students a great advantage

when they start sounding out words on their own. In a few days they should be able to

say almost any word that can be sounded. This should be practiced as often as you can,

but not to the point where it becomes a chore. Once your students are comfortable in

Ear Training, you are ready to move on to Tongue Training.

Tongue Training

Start by saying a word phonetically (as you did in ear training), then have your students

identify the first sound they hear in a word, then the last sound. Make sure they articulate

the sound correctly. Students will have a natural inclination to voice a breathy or voiceless

sound, such as saying “huh” instead of “h.” Be sure to correct them if they do.

Show them a few objects and say their names phonetically.

Example: h-a-t, p-e-n, b-oo-k, f-a-n, b-a-t, m-o-p, etc.

Show them a picture and ask them to slowly say (phonetically) the name of each thing

that they see in the picture. After a few days of practice, offer them a sound and have

them see how many different words they can think of that begin with that sound.

Continue working on this throughout the school year.

Ideally, Ear and Tongue Training should be practiced for at least one week

before proceeding to further lessons. The teacher should be confident that

students can easily say and hear the different sounds in a word.

Eye Training

Eye Training will begin in Chapter One, when students learn that the sounds they can

now hear and say, have symbols (letters) that represent them. Once they discover this

sound/symbol connection, a variety of exercises addressing multiple learning styles will

be presented to them. This will give them the tools they need to confidently decode and

transform letters into meaningful words.

The main focus of Book One, is to assist in the mastery of basic consonant and short vowel

sounds. Teaching long vowel sounds early on can cause confusion for early learners. This

method lays a firm foundation, creating confident readers. Students will find success

quickly and consistently as they follow this logical, step-by-step plan.

3

How to use this book:

Why aren’t the lessons taught in alphabetical order?

The letters in this curriculum are taught in a way that promotes rapid success.

For example, in the first three lessons, the letters “m”, “a” and “n” are taught.

This gives students the ability to start building words right away.

Lessons

In this book, lessons are divided up into twenty-six chapters, focusing on each letter of the

alphabet. There is no required schedule for this. A few suggestions would be to cover one

chapter a week, a few pages a day, or schedule specific days and times, and cover as many

pages as you can in that allotted time. 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 become overwhelmed.

Most importantly, remember to keep it fun!

Flash Cards

All flashcards are included, and can be found in the back of this book. They are an

important tool that help to solidify for the student all that he has learned. They should

be practiced, at least, at the beginning of each lesson, but it certainly will not hurt to

practice them more. If your student is thriving and can easily remember all the letters

and sounds he has covered, your practice is sufficient. But if he is struggling,

they need to be practiced more often.

An easy way to keep track of them is to put them in small “zipper” baggies or envelopes.

Tape two baggies or envelopes to the inside cover of this book, so that you are still able to

open them. Keep the cards that have been mastered in the first bag, and the new cards in

the second one. This will help keep all the cards organized and contained in one easy place.

Word Building

Use the spaces at the end of each lesson, starting in lesson three, to build words with

your flashcards. Encourage your students to sound out not only the words they have

learned, but other words they know. When they build a word with letters ask them,

“Does that sound like a word you know?” If they have not made a real word, praise

them for their effort and help them to find letters that will make a real word.

Once your student gains confidence in this exercise, start building short sentences.

4

Diacritical Marks Index

The short vowel mark ( ˘ ) called a breve indicates that a vowel should be sounded with it’s short sound.

Example:

ă as in ăpple

ĕ as in ĕnter

ĭ as in ĭnch

ŏ as in ŏstrich

ŭ as in ŭnder

The long vowel mark ( ¯ ) called a macron indicates that a vowel should be sounded with it’s long sound,

as in the way we say it’s name. Example:

ā as in āte

ē as in ēat

ī as in īce

ō as in ōpen

ū as in ūse or rūle

5

Proper Pencil Grip Instructions

First, make the bird’s pretty round

head with your hand.

Next, open his beak…

and let him gently bite

your pencil. Not too tightly!

Keep his beak nice and smooth.

What will Mr. Bird

help you write today?

6

Proper Handwriting Instructions

If you use your fingers to move the pencil, they will get tired and crampy very quickly.

Remember, this is HANDwriting not FINGERwriting. It should almost be called

ELBOWwriting, because you use your elbow to move your wrist and hand together as a

team. Lift your elbow just off the table, keep your wrist straight and your hand relaxed,

then glide your arm across the pages. Think of your arm as a well-oiled machine that

is working hard to help you make beautiful handwriting.

Ideal paper position for RIGHT handed writing:

Ideal paper position for LEFT handed writing:

7

Chapter Six

8

Chapter 6 Introduce the letter S

S s Look around you. How many

things can you find or think of that begin with the s sound?

Practice this letter and add it to your flash cards.

Say all the letter sounds you know: m, ă, n, r, f, s

Mouth Gymnastics “Can you say this with me?”

Six silly snakes slither in

the slimy seaweed with Cedric

American Sign Language

“Can you sign this with me?”

9

Chapter 6

S s

Study the picture. Can you find anything that begins with the “S” sound?

(sword, stick/staff)

10

Chapter 6

Say the name of each picture. Listen for the “S” sound. Color or circle all the pictures that begin with the “S” sound.

(sun, squirrel, snake, skunk, see-saw)

11

Chapter 6

How many S’s can you find? Say the sound each time you circle one.

t s o x s q m e k S c S s n S z s w v s h g b d a s p S f j u r l i y s

S s

12

Chapter 6

Draw a picture of something that begins with the S sound.

What is it? ________________________________

S s

13

14

Chapter 6

S s

Circle all the words you can find that begin with the S sound .

BIRD SONG

The Robin sings of willow-buds, Of snowflakes on the green; The Bluebird sings of Mayflowers, The crackling leaves between;

The Veery has a thousand tales To tell to girl and boy; But the Oriole, the Oriole, Sings, 'Joy! joy! joy!'

The Pewee calls his little mate, Sweet Phoebe, gone astray, The Warbler sings, 'What fun, what fun, To tilt upon the spray!

15

Chapter 6

S s

Circle all the words you can find that begin with the S sound.

The Cuckoo has no song, but clucks, Like any wooden toy; But the Oriole, the Oriole, Sings, 'Joy! joy! joy!' The Grosbeak sings the rose's birth, And paints her on his breast; The Sparrow sings of speckled eggs, Soft brooded in the nest.

The Wood-Thrush sings of peace, 'Sweet peace, Sweet peace,' without alloy; But the Oriole, the Oriole, Sings 'Joy! Joy! Joy!’

By Laura Elizabeth Richards

16

Chapter 6

S s

Name the pictures. Draw a line to match the sound with the letter.

A

S

F

R

S

S

17

Chapter 4

Trace and write the word “sam”. Build the word “sam”.

It’s Reading Time! Use your finger and quickly drive your reading

train down the track. Remember, say the sound of each letter until you have reached the next one.

Don’t stop! Keep going!

18

Chapter 6 Read the Silly Sentence!

(*Teacher- read the words that do not have arrows under them for the student.)

Sam gave the fan to the man.

The word “Sam” is a name. Whenever you write

the name of a person or place, make the first

letter of the word a capital (big) letter.

Example: Sam

19

Chapter 6

Can you build your new words with your flash cards?

|_________________| |_________________| |_________________|

Does this sound like a word you know?

20

Chapter 6 S s

Want to do more? Listen to your teacher read a story about something with the letter S sound in it. Draw some pictures from the story:

Story: ____________________________________________