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
Spin, by Grace Jensen
Tim, by Amanda Merkel
Lunch, by Bridget Clabby
Hat, by Susan Grimes
Chick, by Marguerite DeWitt
Camp, by Hannah Paxton
Trip With Mom and Dad, by Meg Terry
Hen Swim, by Greer Montgomery
Sam, by Laura Charlton
Bed, by Courtney Davis
Go?, by Amanda Godbee
Cat, by Cindy Garrett
Pond, by Cathryn Albright
Camp, by Tommy Davis
Hat, by Dani Rosener
Fun, by Inji El Ghannam, San Francisco, CA
Swim? by Victoria Barron
by Teri Crum
Her Dog, by Heather Tingas
the Big Raft, by Kathleen Boehme
Cat, by Allyson Houlton
Sam, by Kasey Norton
His Cat Back, by Mary Charles Kaish
My Cat, by Hallie Christensen
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 email@example.com.
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