Digraphs and Dipthongs · Web viewAfterwards, tell your child to write the letters ck on a white...

Digraphs and Dipthongs

Workbook III

Mary Beth D'Antoni

MARY BETH D’ANTONIPUBLISHERJersey Shore Learning Center707 Union Ave.Suite 105Brielle, NJ 08730732-800-3303

form for one’s own monetary gain or used for any purpose other than instructional purposes.

Table of Contents

ch 1-2

sh 3-4

th 5-6

ng 7-8

nk 9-10

ow 12-13

oa 14-15

wh 16-17

ck 18-19

ph 20-21

ai 22-23

ay 24-25

ee 26-27

ea 28-29

ie 30-31

ei 32-33

oo 34-35

ou 36-37

ey 40-41

oy 42-43

oi 44-45

au 46-47

aw 48-49

ar 50-51

or 52-53

er 54-55

ce 56-57

ge 58-59

InstructionsDigraphs and dipthongs can be tricky. Using imagery alleviates the distortions that

may occur when learning the sounds.

Show your child the flash card with the choo choo train.

Tell your child to say “choo, choo..choo,choo” as the train is traveling

on the tracks as you do the same.

Say, “choo, choo..choo, choo..choo,choo” as the train goes along the

tracks.

Next write the letters ch with your finger on the table and say ch (say

the letters, not the sound.)

Tell your child to do the same.

Now hold your arm straight in the air and write the letters ch in the

Afterwards, tell your child to write the letters ch on a white board and

say “ch” (the sound, not the word.)

Do this activity three times.

Show your child the page with the train (letters ch)

Point to the picture and have your child say the ch sound.

Next, you will say the word.

Do only the first page of ch.

Complete the next page of ch.

Show your child the flash card with the water shooting out of the

hose..

Tell your child to say “sh,sh,sh” as the the water shoots out of the

hose as you do the same.

Next write the letters sh with your finger on the table and say sh (say

Now hold your arm straight in the air and write the letters sh in the air.

Afterwards, tell your child to write the letters sh on a white board and

say “sh” (the sound, not the word.)

Show your child the page with the hose (letters sh)

Point to the picture and have your child say the sh sound.

Do only the first page of sh.

Complete the next page of ch,sh.

Show your child the flash card with the wet sneakers.

Tell your child to say “th,th,th” as the they walk through a puddle and

hear their squishy sneakers as you do the same.

Next write the letters th with your finger on the table and say th (say

Now hold your arm straight in the air and write the letters th in the air.

Afterwards, tell your child to write the letters th on a white board and

say “th” (the sound, not the word.)

Show your child the page with the sneakers (letters th)

Point to the picture and have your child say the th sound.

Do only the first page of th.

Complete the next page of the previous sounds learned.

You are now going to teach your child the glued sound ng. It is called

a glued sound because you don’t hear n..g because they are GLUED

together.

Write the letters ng with your finger on the table and say ng (say the

letters, not the sound.)

Now hold your arm straight in the air and write the letters ng in the

Afterwards, tell your child to write the letters ng on a white board and

say “ng” (the sound, not the word.)

Show your child the page with the ng pattern.

Point to the picture and have your child say the ng sound.

Do only the first page of ng.

You are now going to teach your child the glued sound nk. It is called

a glued sound because you don’t hear n..g because they are GLUED

together.

write the letters nk with your finger on the table and say nk (say the

Now hold your arm straight in the air and write the letters nk in the

Afterwards, tell your child to write the letters nk on a white board and

say “nk” (the sound, not the word.)

Show your child the page with the nk pattern.

Point to the picture and have your child say the nk sound.

Do only the first page of nk.

You are now going to teach the oe sound where the o is a long sound

where it says its name and the e is silent.

Write the letters oe with your finger on the table and say oe (say the

Now hold your arm straight in the air and write the letters oe in the

Afterwards, tell your child to write the letters oe on a white board and

say “oe” (the sound, not the word.)

Show your child the page with the oe pattern.

Point to the picture and have your child say the oe sound.

Do only the first page of oe.

You are now going to teach the ow sound where the o is a long sound.

Tell you child/student ow says, “o.” Say, “o” and have your

child/student do the same.

Next write the letters ow with your finger on the table and say ow (say

Now hold your arm straight in the air and write the letters ow in the

Afterwards, tell your child to write the letters ow on a white board and

say “ow” (the sound, not the word.)

Show your child the page with the ow words.

Point to the picture and have your child say the ow sound.

Do only the first page of ow.

You are now going to teach the oa sound where the o is a long sound

and it says its name while the a is silent.

Tell you child/student oa says, “o.” Say, “o” and have your

Next write the letters oa with your finger on the table and say oa (say

Now hold your arm straight in the air and write the letters oa in the

Afterwards, tell your child to write the letters oa on a white board and

say “oa” (the sound, not the word.)

Show your child the page with the oa words.

Point to the picture and have your child say the oa sound.

Do only the first page of oa.

You are now going to teach the wh sound where you hear the w

sound.

Tell you child/student wh says, “wh.” Say, “wh” and have your

Next write the letters wh with your finger on the table and say wh (say

Now hold your arm straight in the air and write the letters wh in the

Afterwards, tell your child to write the letters wh on a white board and

say “wh” (the sound, not the word.)

Show your child the page with the wh words.

Point to the picture and have your child say the wh sound.

Do only the first page of wh.

Hint: when you say wh you can feel a bit of air on your hand.

Day 10

You are now going to teach the ck sound where you hear the ck sound

Tell you child/student ck says, “ck.” Say, “ck” and have your

Next write the letters ck with your finger on the table and say ck (say

Now hold your arm straight in the air and write the letters ck in the

Afterwards, tell your child to write the letters ck on a white board and

say “ck” (the sound, not the word.)

Show your child the page with the ck words.

Point to the picture and have your child say the ck sound.

Do only the first page of ck.

Hint: closed syllables end in ck. (pick, tuck, sack, rock)

Day 11

You are now going to teach the ph sound where you hear the f sound.

Tell your child/student ph says, “f.” Say, “f” and have your

Next write the letters ph with your finger on the table and say ph (say

Now hold your arm straight in the air and write the letters ph in the air

and say , “f.” (the sound)

Afterwards, tell your child to write the letterspsh on a white board and

say “f” (the sound, not the word.)

Show your child the page with the ph words.

Point to the picture and have your child say the f sound.

Do only the first page of ph.

Day 12

You are now going to teach the ai sound where the a is a long sound

where it says its name and the e is silent.

Tell you child/student ai says, “ai.” Say, “ai” and have your

Next write the letters ai with your finger on the table and say ai (say

Now hold your arm straight in the air and write the letters ai in the air

and say, “ai.” (the sound).

Afterwards, tell your child to write the letters ai on a white board and

say “ai” (the sound, not the word.)

Show your child the page with the ai words.

Point to the picture and have your child say the ai sound.

Do only the first page of ai.

Day 13

You are now going to teach the ay sound where the a is a long sound

and says its name and the y is silent.

Tell you child/student ay says, “a.” Say, “ay” and have your

Next write the letters say with your finger on the table and say ay (say

Now hold your arm straight in the air and write the letters ay in the

Afterwards, tell your child to write the letters ay on a white board and

say “ay” (the sound, not the word.)

Show your child the page with the ay words.

Point to the picture and have your child say the ay sound.

Do only the first page of ay.

Day 14

You are now going to teach the ee sound where the e is a long sound

where it says its name and the second e is silent.

Tell you child/student ee says, “e.” Say, “ee” and have your

Next write the letters ee with your finger on the table and say ee (say

Now hold your arm straight in the air and write the letters ee in the air

and say the sound.

Afterwards, tell your child to write the letters ee on a white board and

say “ee” (the sound, not the word.)

Show your child the page with the ee words.

Point to the picture and have your child say the ee sound.

Do only the first page of ee.

Day 15

You are now going to teach the ea sound where the e is a long sound

where it says its name and the a is silent.

Tell you child/student ea says, “e.” Say, “ea” and have your

Next write the letters ea with your finger on the table and say ea (say

Now hold your arm straight in the air and write the letters ea in the air.

Afterwards, tell your child to write the letters ea on a white board and

say “ea” (the sound, not the word.)

Show your child the page with the ea words.

Point to the ea pattern and have your child say the e sound.

Do only the first page of ea.

Day 16

You are now going to teach the ie sound where the sound is e

Tell you child/student “ei” says, “e.” Say, “ei” and have your

Next write the letters ei with your finger on the table and say ei (say

Now hold your arm straight in the air and write the letters ei in the air

and say, “ei.”.

Afterwards, tell your child to write the letters ei on a white board and

say “ei” (the sound, not the word.)

Show your child the page with the ei words.

Point to the ei pattern and have your child say the ei sound.

Do only the first page of ei.

Day 17

You are now going to teach the ei sound where the sound is either “e”

or “a.”.

Tell you child/student ei says, “e or a.” Say, “e” and have your

child/student do the same. Say, “a,” and have your child/student do

the same.

Next write the letters ei with your finger on the table and say e. Next

do the same and say, “a.” (say the letters, not the sound.)

Now hold your arm straight in the air and write the letters ei in the air

saying , “e” then “a.”

Afterwards, tell your child to write the letters ei on a white board and

say, “e” then “a.” (the sound, not the word.)

Show your child the page with the ei words.

Point to the pattern and have your child say the ei sound.

Do only the first page of ei.

Day 18

You are now going to teach the oo sound.

Tell you child/student oo says, “oo.” Say, “oo” and have your

Next write the letters oo with your finger on the table and say oo (say

Now hold your arm straight in the air and write the letters oo in the air

and say the sound.

Afterwards, tell your child to write the letters oo on a white board and

say “oo” (the sound, not the word.)

Show your child the page with the hose (letters oo)

Point to the pattern and have your child say the oo sound.

Do only the first page of oo.

Day 19

You are now going to teach the ou sound.

Tell you child/student ou says, “ou.” Say, “ou” and have your

Next write the letters ou with your finger on the table and say ou (say

Now hold your arm straight in the air and write the letters ou in the air

saying the sound.

Afterwards, tell your child to write the letters ou on a white board and

say “ou” (the sound, not the word.)

Show your child the page with ou words.

Point to the patternand have your child say the ou sound.

Do only the first page of ou.

Day 20

You are now going to teach the ey sound where you hear, “e.”

Tell you child/student ey says, “e.” Say, “ey” and have your

Next write the letters ey with your finger on the table and say ey (say

Now hold your arm straight in the air and write the letters ey in the air

and say the sound.

Afterwards, tell your child to write the letters ey on a white board and

say “ey” (the sound, not the word.)

Show your child the page with the ey words.

Point to the pattern and have your child say the ey sound.

Do only the first page of ey.

Day 21

You are now going to teach the oy sound.

Tell you child/student oy says, “oy.” Say, “oy” and have your

Next write the letters oy with your finger on the table and say oy (say

Now hold your arm straight in the air and write the letters oy in the air

and say the sound.

Afterwards, tell your child to write the letters oy on a white board and

say “oy” (the sound, not the word.)

Show your child the page with the oy words.

Point to the pattern and have your child say the oy sound.

Do only the first page of oy.

Day 22

You are now going to teach the oi sound.

Tell you child/student oi says, “oi.” Say, “oi” and have your

Next write the letters oi with your finger on the table and say oi (say

Now hold your arm straight in the air and write the letters oi in the air

and say the sound.

Afterwards, tell your child to write the letters oi on a white board and

say “oi” (the sound, not the word.)

Show your child the page with the oi words.

Point to the picture and have your child say the oi sound.

Do only the first page of oi.

Day 23

You are now going to teach the au sound.

Tell you child/student au says, “au.” Say, “au” and have your

Next write the letters au with your finger on the table and say au (say

Now hold your arm straight in the air and write the letters au in the air

and say the sound.

Afterwards, tell your child to write the letters au on a white board and

say “au” (the sound, not the word.)

Show your child the page with the au words.

Point to the pattern and have your child/student say the au sound.

Do only the first page of au.

Day 24

You are now going to teach the aw sound.

Tell you child/student aw says, “aw.” Say, “aw” and have your

Next write the letters aw with your finger on the table and say aw (say

Now hold your arm straight in the air and write the letters aw in the

Afterwards, tell your child to write the letters aw on a white board and

say “aw” (the sound, not the word.)

Show your child the page with the aw words.

Point to the pattern and have your child say the aw sound.

Do only the first page of aw.

Day 25

You are now going to teach the ar sound where the sound is r (say the

letter).

Tell you child/student ar says, “ar.” Say, “ar” and have your

Next write the letters ar with your finger on the table and say ar (say

Now hold your arm straight in the air and write the letters ar in the air

and say the sound.

Afterwards, tell your child to write the letters ar on a white board and

say “ar” (the sound, not the word.)

Show your child the page with the ar words.

Point to the pattern and have your child say the ar sound.

Do only the first page of ar.

Day 26

You are now going to teach the or sound.

Tell you child/student oo says, “or.” Say, “or” and have your

Next write the letters or with your finger on the table and say or (say

Now hold your arm straight in the air and write the letters or in the air

and say the sound.

Afterwards, tell your child to write the letters or on a white board and

say “or” (the sound, not the word.)

Show your child the page with the or words.

Point to the pattern and have your child say the or sound.

Do only the first page of or.

Day 27

You are now going to teach the er sound.

Tell your child/student er says, “er.” Say, “er” and have your

Next write the letters er with your finger on the table and say er (say

Now hold your arm straight in the air and write the letters er in the air

and say the sound.

Afterwards, tell your child to write the letters er on a white board and

say “er” (the sound, not the word.)

Show your child the page with er words.

Point to the pattern and have your child say the er sound.

Do only the first page of er.

Day 29

You are now going to teach the ce sound where the sound says, “s.”

Tell your child/student ce says, “s.” Say, “ce” and have your

Next write the letters ce with your finger on the table and say ce (say

Now hold your arm straight in the air and write the letters ce in the air

and say the sound.

Afterwards, tell your child to write the letters ce on a white board and

say “ce” (the sound, not the word.)

Show your child the page with the ce words.

Point to the pattern and have your child say the ce sound.

Do only the first page of ce.

Sounds

Choo choo train- ch goes “choo, choo” as the train goes along the tracks.

Shooting hose – sh goes “sh,sh,sh” as the water shoots out of the hose.

Wet sneakers – the sneakers go “th,th,th” as they squish in the puddles.

*At this point we are no longer using pictures to teach the sound patterns.

ng is a glued pattern. Glued patterns are difficult to hear. (sing) When

teaching glued patterns use actions. For example to teach the word

sing stress the misquito buzzing aroung (n,n,n) and the person

drinking from a cup (g,g,g). The visuals will allow your child th SEE

the pattern even though they can hardly hear the n.

Do the same with nk. (the nasty misquito going “n,n,n” and the cricket going

“k,k,k.”)

oe, ow, oa all say the long o sound. (doe, flow, float)

wh says h. the w is silent. (when)

o trick: when a word has a w like will, if you put your hand to

your mouth you won’t feel any air coming out when you say

the word. Likewise, if you have a word such as whine and you

put your hand to your mouth as you will feel the air coming out.

wh a e

wh i e

ph a e

ph o y

ph o e

ph a e

ph o o

ie (long e)

ei (long a)

oy ‘

au tion

Answers

chair, chain, chalk, cheap 1cheer, chew, chief, charity 2share, shine, shade, shake 3shape, shave, shout, shower, sham 4thank, thaw, thorn, thief 5thirty, thirsty, thumb, thin, think 6fang, sing, rang, sang 7ring, cling, wing, dong 8sink, pink, rink, tank 9plank, hank, bank, blink 10toe,aloe,foe 11show, mow, throw, snow 12grow, know, tomorrow, glow 13coat, float, soak, goal 14toast, coast, loan, throat 15whale, wharf, what, whelk 16when, white, whine, whip 17clock, mock, pack, check, peck 18dock, black, block, luck, back 19phase, phony, phone, phrase 20photo, dolphin, newphew, trophy, orphan 21air, main, maid, paid 22rain, sail, hair 23say, play, day, ray 24may, hay, stay,way 25keep, eel, bleed, beet 26speed, teeth, speech, peel 27read, treat, sea, tea 28

pea, heat, team, deal, meal 29chief, brief, thief, piece 30field, priest, belief, movie, grief 31vien, viel, eight 32receipt, freight, weird 33loot, shoot, foot, good, mood 34tool, pool, stool, cool, drool 35foul, mouth, round, mound,sound 36mouse,cloud, house, couch, south, found 37blue, hue, glue, true, due 38clue, duel, cruel, value, tissue 39key, monkey, money, journey, valley 40jersey, turkey, donkey, honey, chimney 41boy, joy, soy, toy, annoy 42loyal, destroy, cowboy, oyster, royal 43boil, foil, soil, noise, point 44coil, coin, choice, oil, joint 45sauce, pause, author, launch 46haunt, audit, audio, auction, autumn 47law, paw, jaw, saw 48raw, thaw, straw, flaw, draw 49car, jar, star, far, bar 50art, bar, barn, park, mark 51cord, storm, thorn, worm, short 52fork, north, fort, corn 53her, fern, every, person 54water, perch, tower, ginger, supper 55ice, rice, mice, nice, cease 56dance, cent, race, slice 57badge, cage, rage, sage, wage 58huge, page, edge, lodge, stage 59

About the Author

Mary Beth D’Antoni is a reading expert who has been active in the field of education for over thirty years. She holds a NJ K-12 teaching certificate. She earned a Bachelor of Arts Degree in Psychology and a Master’s Degree in Education. She worked as a seventh-grade Language Arts Teacher, Reading Teacher, Adjunct Professor of Reading and is author of “Pathways to the Mind, “a reading program for students who have difficulty learning from traditional methods. She is presently Director of Jersey Shore Learning Center. Her educational experience has involved concentrated work in remedial, developmental and enrichment areas for kindergarten through college level students. Ms. D’Antoni has done extensive independent research related to students with learning differences. Her program “Pathways to the Mind” is based on her experience, findings and research on the development of reading skills and has been recognized throughout Monmouth and Ocean counties. She has designed and published “Pathways to the Mind:” The program focuses on prevention and early intervention of learning difficulties using a wide range of options, teaches language patterns, involves intensive instruction in the area of reading, focuses on pattern processing and phoneme segmentation of words, their order and their connection to letters. Ms. D’Antoni’s teaching materials have proven to be highly successful in the development of essential learning skills.

Digraphs and Dipthongs · Web viewAfterwards, tell your child to write the letters ck on a white...

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