These creative
works
were designed to be decodable for students who know all five
short
vowels and common consonant digraphs. The authors
restricted
content to one-syllable words with short vowels, where consonant
digraphs and consonant clusters are decodable for readers.
They
also used the 50 most common words in English, mostly function
words
needed to read any text, like the, a, of, is, to, etc.
However, no
irregular words like friend or sword were used in the
making
of these books. Clicking on a link will download a PowerPoint of
the
book.
Sam the Ant, by Eleanor McDavid
Bob Is Lost, by Amanda Cummings
Sam's Trip to the Doc, by Heather Lewis
I Can Swim! by Maggie Saye
Bob the Cat and His Nap, by Cambre Prater
Dad's Lost Hat, by Bridgett Wilson
Jack the Cat, by Emily Mills
Jump
Up
and
Spin, by Grace Jensen
Ted
and
Tim, by Amanda Merkel
Chuck
and
Chad
Get
Lunch, by Bridget Clabby
The
Man
and
His
Hat, by Susan Grimes
The
Dog
and
the
Chick, by Marguerite DeWitt
Frank
and
Fred
at
Camp, by Hannah Paxton
A
Fun
Trip With Mom and Dad, by Meg Terry
Pam
and
Hen Swim, by Greer Montgomery
Ben
and
Sam, by Laura Charlton
Jen
on
the
Bed, by Courtney Davis
Where
Did
We
Go?, by Amanda Godbee
Nat
the
Cat, by Cindy Garrett
Jed's
Trip
to
the
Pond, by Cathryn Albright
Matt
Went
to
Camp, by Tommy Davis
Slim
Bill
Gets
a
Hat, by Dani Rosener
Shells
Are
Fun, by Inji El Ghannam, San Francisco, CA
Can
He
Swim? by Victoria Barron
Camp,
by Teri Crum
Jill
and
Her Dog, by Heather Tingas
Jim
and
the Big Raft, by Kathleen Boehme
Jack's
Cat, by Allyson Houlton
Ned
and
Sam, by Kasey Norton
Fred
Gets
His Cat Back, by Mary Charles Kaish
Deb,
My Cat, by Hallie Christensen
Matt
and His Mom, by Lauren Wortendyke
Rain Day, by Stephanie Paget, Winchester CA
Cop Bob and Bud, by Stephanie Paget, Winchester CA, with Questions
The Trip to the Pond, by Taylor Bullard
Teachers: Publish
on the
Reading Genie site! My plan for this site is to include
books at
each step in decoding development. I welcome texts
submitted in
PowerPoint to address specific steps in decoding
acquisition. We
will adhere to the following phonics sequence:
1. Begin with the five short vowels in alphabetical order: a = /a/, e = /e/, i = /i/, o = /o/, u = /u/.
Include easy digraphs like ck or ss and
simple
consonant clusters in the earliest books.
2. Intersperse consonant digraphs among short vowels. Cover the
main h-digraphs: ch = /ch/, sh = / sh/, th = /th/.
3. Cover the five long vowels in alphabetical order.
For each long vowel, first present the
silent-e pattern: a_e = /A/, i_e = /I/, o_e = /O/, or u_e = /U/.
Follow each silent-e
pattern with its long vowel digraphs: ai/ay
= /A/, ee/ea = /E/, igh/y = /I/, oa/ow = /O/, ew/oo = /U/.
4. Finally, teach other vowels, not short or long: oo = /oo/, oi/oy = /oy/, ou/ow = /ow/, au/aw = /aw/
Include r-controlled vowels: er/ir/ur = /er/, ar = /ar/.
E-mail your decodable books as PowerPoint files, by attachment,
to murraba@auburn.edu.
Return to the Reading
Genie.