Phonics 1 PDF

Grade 1 Correlated to State and
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Grade • 32 weeks of sequential
1 phonics instruction and

practice
Phonics
EMC 2787 • 15- to 20-minute daily
lessons
• Teacher-directed explicit
instruction
• Listening, speaking,
reading, & writing activities
k
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State Standards
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Phonics
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GRADE
1
Phonics
Contents
Scope and Sequence . . . . . . . . . . . . 2 Week 17 . . . . . . . . . . . . . . . . . . . . . . 100
How to Use This Book . . . . . . . . . . . 3 Week 18 . . . . . . . . . . . . . . . . . . . . . . 106
Week 1 . . . . . . . . . . . . . . . . . . . . . . . 4 Week 19 . . . . . . . . . . . . . . . . . . . . . . 112
Week 2 . . . . . . . . . . . . . . . . . . . . . . . 10 Week 20 . . . . . . . . . . . . . . . . . . . . . . 118
Week 3 . . . . . . . . . . . . . . . . . . . . . . . 16 Week 21 . . . . . . . . . . . . . . . . . . . . . . 124
Week 4 . . . . . . . . . . . . . . . . . . . . . . . 22 Week 22 . . . . . . . . . . . . . . . . . . . . . . 130
Week 5 . . . . . . . . . . . . . . . . . . . . . . . 28 Week 23 . . . . . . . . . . . . . . . . . . . . . . 136
Week 6 . . . . . . . . . . . . . . . . . . . . . . . 34 Week 24 . . . . . . . . . . . . . . . . . . . . . . 142
Week 7 . . . . . . . . . . . . . . . . . . . . . . . 40 Week 25 . . . . . . . . . . . . . . . . . . . . . . 148
Week 8 . . . . . . . . . . . . . . . . . . . . . . . 46 Week 26 . . . . . . . . . . . . . . . . . . . . . . 154
Week 9 . . . . . . . . . . . . . . . . . . . . . . . 52 Week 27 . . . . . . . . . . . . . . . . . . . . . . 160
Week 10 . . . . . . . . . . . . . . . . . . . . . . 58 Week 28 . . . . . . . . . . . . . . . . . . . . . . 166
Week 11 . . . . . . . . . . . . . . . . . . . . . 64 Week 29 . . . . . . . . . . . . . . . . . . . . . . 172
Week 12 . . . . . . . . . . . . . . . . . . . . . . 70 Week 30 . . . . . . . . . . . . . . . . . . . . . . 178
Week 13 . . . . . . . . . . . . . . . . . . . . . . 76 Week 31 . . . . . . . . . . . . . . . . . . . . . . 184
Week 14 . . . . . . . . . . . . . . . . . . . . . . 82 Week 32 . . . . . . . . . . . . . . . . . . . . . . 190
Week 15 . . . . . . . . . . . . . . . . . . . . . . 88 Answer Key . . . . . . . . . . . . . . . . . . . 196
Week 16 . . . . . . . . . . . . . . . . . . . . . . 94
Scope & Sequence
Week 1: Initial Consonants: Week 17: Initial and Final Consonant

b, f, h, k, m, p, s, v, j Blends Review:
st, cl, mp, tr, lt, br, lf, sp, sk, pl
Week 2: Initial Consonants:
c, d, y, l, r, n, w, g*, t Week 18: Initial Consonant Digraphs:
sh*, th, wh, ch
Week 3: Final Consonants:
g*, l, d, f, p, n, b, m, t Week 19: Final Consonant Digraphs:
sh*, ch, th
Week 4: Initial and Final Consonants:
d, m, t, l, p, s Week 20: R-Controlled Vowels:
ar*, or, ur, er, ir*
Week 5: Initial and Final Consonants:
g*, b, n, k, f, r Week 21: Hard and Soft c
Week 6: Short Vowel Sounds: a, i Week 22: Hard g* and Soft g
Week 7: Short Vowel Sounds: e, o, u Week 23: Double Consonants: ff, ss, ll, zz
Week 8: CVC Pattern Week 24: Long a Vowel Digraphs: ai, ay
Week 9: Long Vowel Sounds: a, e, i, o, u Week 25: Long e Vowel Digraphs: ee, ea
Week 10: CVCe Pattern Week 26: Long i Spellings: ie, igh
Week 11: Syllabication Week 27: Long o Vowel Digraphs:

oe, ow, oa
Week 12: Long Vowel Sounds of y
Week 28: Diphthongs: oi, oy
Week 13: Initial Consonant Blends:
sn, st, sw, sk, sm, sp Week 29: Diphthongs: ou, ow
Week 14: Initial Consonant + l Blends: Week 30: The Sounds of oo*
fl, cl, sl, pl, bl, gl*
Week 31: Plural Forms: s, es
Week 15: Initial Consonant + r Blends:
cr, fr, br, tr, gr*, dr Week 32: Inflectional Endings: -ing, -ed
Week 16: Final Consonant Blends:

st, lt, nk, lf, nt, mp
*Nontransferable sound in Spanish
2 Daily Phonics • EMC 2787 • © Evan-Moor Corp.

How to Use This Book
Daily Phonics provides systematic phonics instruction, practice, and application in a daily format.
Each week focuses on one phonics skill. Daily lessons progress through scaffolded listening and
speaking activities to writing and reading activities.
WEEK
6
Short Vowel Sounds Weekly Teacher Page
a, i
DAY Listening for Short a

Read aloud the focus statement at the top of the page. Then point to the example as you say: Point to the
1 letter a. Say /ă/. (/ă/) Now point to the word hat. Say hat. (hat) Today we are going to listen for the sound of
short a. Read the directions and call students’ attention to number 1. Point to the pan. Say pan. (pan) Do
you hear /ă/ in pan? (yes) Fill in the circle next to yes. Now point to the tape. Say tape. (tape) Do you hear /ă/
in tape? (no) Fill in the circle next to no. Repeat the process for the remaining pictures.
The weekly phonics skill is shown
Picture Key: 1. pan, 2. tape, 3. rat, 4. bat, 5. cat, 6. gate
Dictation Direct students’ attention to the bottom of the page and say:
Listen to the word I say. Then write the letter that stands for the short vowel sound you hear.
1. cat 2. wag 3. mad
at the top of the page.
DAY Listening for Short i
2 letter i. Say /ı̆/. (/ı̆/) Now point to the word sit. Say sit. (sit) Today we are going to listen for the sound of short i.
Read the directions and call students’ attention to number 1. Point to the fish. Say fish. (fish) Do you hear
/ı̆/ in fish? (yes) Fill in the circle next to yes. Now point to the tire. Say tire. (tire) Do you hear /ı̆/ in tire? (no)
Fill in the circle next to no. Repeat the process for the remaining pictures.
Picture Key: 1. fish, 2. tire, 3. six, 4. dig, 5. kite, 6. pin
1. sit 2. pig 3. lip The daily teaching tips and scripting
DAY Discriminating Short a and Short i Words
3 Read aloud the focus statement at the top of the page. Then call students’ attention to the first example
as you point out the short a sound in hat. Say: We hear the sound of short a in the middle of hat. Say hat.
(hat) Say /ă/. (/ă/) Repeat the process for sit. Then read the directions and call students’ attention to
provide explicit instruction to
number 1. Say: Point to first picture. Say pig. (pig) Do you hear /ă/ or /ı̆/ in pig? (/ı̆/) What letter stands for
that sound? (i) Fill in the circle next to the letter i. Repeat the process for the remaining pictures.
Picture Key: 1. pig, 2. bat, 3. map, 4. pan, 5. fish, 6. cap, 7. fan, 8. six, 9. dig
introduce the focus skill and guide
1. fat 2. pin 3. hit
Writing Short a and Short i Words

students through the activity.
DAY
Read the directions and call students’ attention to number 1. Say: Point to the pan. Say pan. (pan) Do you
4 hear /ă/ or /ı̆/ in pan? (/ă/) What letter stands for /ă/? (a) Write the letter a on the line. You spelled the word
pan. Run your finger under the letters as we read the word together: pan. What vowel is in the middle of the word
pan? (a) Repeat the process for the remaining pictures.
Picture Key: 1. pan, 2. bib, 3. fan, 4. man, 5. pin, 6. dig, 7. six, 8. cat, 9. mad
Listen to the word I say. Then write the letter that stands for the vowel sound you hear. 1. cab 2. rag 3. big
DAY Reading Short a and Short i Words

Read the directions and call students’ attention to number 1. Say: This picture shows a cat. Let’s read the
5 incomplete sentence together: I see a . Now point to the words in the gray bar. Let’s read them together:
cat, man. Which word completes the sentence? (cat) Write the word cat to complete the sentence. After students
have finished writing, say: Now let’s read the sentence together: I see a cat. Repeat the process for numbers
2 and 3.
Listen to each word I say. Then write the letters that stand for the letter-sounds you hear. 1. pan 2. pat 3. pin
Name __________________________________________________________
Week
Listen
List
sten ffor It Day
D y 3 6
Focus
Fo
oc
Name __________________________________________________________
Each vowel has its own short sound.
Day
y 2 Week
Daily Student Pages
Listen
st
ten
n for
for It
It 6
short a short i
Name __________________________________________________________
The letter i is a vowel. It can have the / ˘/ sound you
hFocus
acutus sit
hear in sit. This is called the short i sound. Week
Day 1
Listen for It 6
Say
ay th
the picture name. Listen for the short vowel sound. The focus box and examples at the
short
hen fill in the circle next to the letter
Then thati stands
Theforletter
that sound.
a is a vowel.sitIt can have the /ă/ sound you
1 2
Focus
hear in hat. This is called the short a sound.
3
top of each page help students
a a a
Say thehe picture name.
understand the phonics skill.
i hat
short
Fill in the circle next to yes if you hear the soundaof short i.
i
Fill in the circle next to no if you do not hear the sound of short i. i
1 2 3
4 Say
5 the picture name. 6
a a
Fill in the circle next to yes if you hear the sound of short a.
a
i
Fill in the circle next to no if you do not hear the sound of short a.
i i
Listening, speaking, reading, and
yes
1 2 3
writing activities provide students
7 8 no yes 9 no yes no
4
a
5
a
6
a with multiple opportunities to learn,
i i i
yes no yes no yes no practice, and apply phonics skills.
4 5 6
Dictation
ic
ct
yes no yes no yes no
1. f a t 2. p i n 3. h i t Illustrations support vocabulary
Dictation
ta
atiio
on
© Evan-
Evan-Moor Corp. • EMC 2787 • Daily Phonics
yes no yes no
Skill: Discriminating medial vowels 37
yes no development and provide context
1. s i t 2. p i g 3. l i p for phonics skills.
Dictation
36 Skill: Listening for short i Daily Phonics • EMC 2787 • © Evan-Moor Corp.
1. c a t 2. w a g 3. ma d
Each day includes a dictation
Skill: Listening for short a 35
activity for further practice.
© Evan-Moor Corp. • EMC 2787 • Daily Phonics
Working with English-Language Learners
Pronunciation Model how to pronounce letter-sounds and word chunks. Have students watch
Is Key your mouth as you say a word. Then have students repeat the word.
Connect to Be aware of nontransferable sounds and symbols in students’ home languages.
Home Language Help students articulate sounds in English that are new to them. Make
connections to words in their home language.
Support Vocabulary Develop vocabulary by connecting words to actions and providing context.
Development Help students draw on background knowledge to connect vocabulary words
to objects, concepts, actions, and situations they are familiar with.
© Evan-Moor Corp. • EMC 2787 • Daily Phonics 3

WEEK Initial Consonants
1 b, f, h, k, m, p, s, v, j
DAY Listening for Initial Consonants: b, f, h

Read aloud the focus statement at the top of the page and point to each letter as you introduce its
1 letter-sound. Say: This is the letter b. The letter b stands for this sound: /b/. You hear /b/ at the beginning of
ball. Say ball. (ball) Say /b/. (/b/) Repeat the process for the letters f and h. Then read the directions and
call students’ attention to row 1. Say: Point to the letter b. Say /b/. (/b/) Now point to the bat. Is /b/ the first
sound in bat? (yes) Fill in the circle below the bat. Is /b/ the first sound in can? (no) Do not fill in the circle.
Repeat the process for the remaining pictures.
Picture Key: 1. bat, can, box, fish; 2. fan, bell, foot, hand; 3. five, hat, house, feather
Write the letter that stands for the first sound you hear in . 1. fox 2. hen 3. bag
DAY Listening for Initial Consonants: k, m, p

2 letter-sound. Say: This is the letter k. The letter k stands for this sound: /k/. You hear /k/ at the beginning of
king. Say king. (king) Say /k/. (/k/) Repeat the process for the letters m and p. Then read the directions
and call students’ attention to number 1. Say: Point to the pan. Say pan. (pan) What is the first sound in pan?
(/p/) Fill in the circle next to the letter that stands for that sound. Repeat the process for the remaining pictures.
Picture Key: 1. pan, 2. key, 3. kite, 4. mitten, 5. map, 6. pillow, 7. pin, 8. mop, 9. mask
Write the letter that stands for the first sound you hear in . 1. man 2. pat 3. kit
DAY Listening for Initial Consonants: s, v, j

3 letter-sound. Say: This is the letter s. Sometimes the letter s stands for this sound: /s/. You hear /s/ at the
beginning of sock. Say sock. (sock) Say /s/. (/s/) Repeat the process for the letters v and j. Then read the
directions and call students’ attention to the first row. Say: Point to the letter s. Say /s/. (/s/) Now point to
the hat. Is /s/ the first sound in hat? (no) Do not fill in the circle. Is /s/ the first sound in sun? (yes) Fill in the
circle below the sun. Repeat the process for the remaining pictures.
Picture Key: Row 1: hat, sun, soap, pig; Row 2: vest, king, fork, vase; Row 3: moon, jet, box, jar
Write the letter that stands for the first sound you hear in . 1. jam 2. van 3. sit
DAY Reviewing Initial Consonants: b, f, h, k, m, p, s, v, j

Read the directions and call students’ attention to number 1. Say: Point to the pan. Say pan. (pan) What is
4 the first sound in pan? (/p/) Fill in the circle next to the letter that stands for that sound. Repeat the process for
the remaining pictures.
Picture Key: 1. pan, 2. ball, 3. monkey, 4. hand, 5. four, 6. sock, 7. jet, 8. key, 9. fork, 10. vest, 11. sun, 12. bell
Write the letter that stands for the first sound you hear in . 1. vest 2. jet 3. map
DAY Writing Initial Consonants: b, f, h, k, m, p, s, v, j

Read the directions and call students’ attention to number 1. Say: Point to the fox. Say fox. (fox) What is the
5 first sound in fox? (/f/) What letter stands for /f/? (f) Write the letter f on the line. You spelled the word fox.
Picture Key: 1. fox, 2. hat, 3. pig, 4. box, 5. mop, 6. van, 7. jar, 8. sun, 9. king
Write the letter that stands for the first sound you hear in . 1. mop 2. sat 3. big

Name __________________________________________________________
Week
Day 1
Listen for It 1
The letters b, f, and h are consonants. Each consonant

Focus
has a different sound. Some words begin with b, f, or h.
b f h
Say the sound of the letter. Then say the picture name.
Fill in the circle if the picture begins with the same letter-sound.
b
2
f
3
Dictation
1. ox 2. en 3. ag
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Listening for initial consonants 5
Name __________________________________________________________
Week
Day 2
Listen for It 1
The letters k, m, and p are consonants. Each consonant

Focus
has a different sound. Some words begin with k, m, or p.
k m p
Say the picture name. Listen to the first letter-sound.
Then fill in the circle next to the letter that stands for that sound.
1 k 2 k 3 k
p p p
m m m
4 k 5
k 6
k
p p p
m m m
7 k 8
k 9
k
p p p
m m m
Dictation
1. an 2. at 3. it
6 Skill: Discriminating initial consonants Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Name __________________________________________________________
Week
Day 3
Listen for It 1
Focus The letters s, v, and j are consonants. Each consonant

has a different sound. Some words begin with s, v, or j.
s v j
s
2
v
3
Dictation
1. am 2. an 3. it
Name __________________________________________________________
Week
Day 4
Review It 1

Then fill in the circle next to the letter that has that sound.
1
f 2
k 3
m
j f s
p b v
h k f
4 5 6
m s s
f f h
7
b 8
k
9
f
f s p
j h m
v k h
10 11 12
j s v
m p b
Dictation
1. est 2. et 3. ap
Name __________________________________________________________
Week
Day 5
Write It 1
Letter Box
b f m h s j k p v
Say the picture name.

Then write the letter that stands for the first letter-sound you hear.
1 2 3
ox at ig
4 5 6
ox op an
7 8 9
ar un i ng
Dictation
1. op 2. at 3. ig
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Writing initial consonants 9
WEEK Initial Consonants
2 c, d, y, l, r, n, w, g, t
DAY Listening for Initial Consonants: c, d, y

1 letter-sound. Say: This is the letter c. The letter c sometimes stands for this sound: /k/. Say /k/. (/k/) You hear
/k/ at the beginning of cat. Say cat. (cat) Point out that the letter c has the same sound as the letter k.
Repeat the process for letters d and y. Then read the directions and call students’ attention to number 1.
Say: Point to the letter c. Say /k/. (/k/) Now point to the corn. Say corn. (corn) Is /k/ the first sound in corn?
(yes) Fill in the circle below the corn. Now point to the fox. Say fox. (fox) Is /k/ the first sound in fox? (no) Do not
fill in the circle. Repeat the process for the remaining pictures.
Picture Key: Row 1. corn, fox, cup, door; Row 2. duck, cake, doll, fish; Row 3. soap, yarn, yo-yo, hat
Write the letter that stands for the first sound you hear in . 1. yes 2. cup 3. dig
DAY Listening for Initial Consonants: l, r, n

2 letter-sound. Say: This is the letter l. The letter l stands for this sound: /l/. Say /l/. (/l/) You hear /l/ at the
beginning of leaf. Say leaf. (leaf) Repeat the process for letters r and n. Then read the directions and call
students’ attention to number 1. Say: Point to the rain. Say rain. (rain) What is the first sound in rain? (/r/)
Fill in the circle next to the letter that stands for that sound. Repeat the process for the remaining pictures.
Picture Key: 1. rain, 2. nine, 3. leg, 4. rope, 5. nest, 6. lamp, 7. net, 8. lock, 9. rug
Write the letter that stands for the first sound you hear in . 1. rug 2. lap 3. nod
DAY Listening for Initial Consonants: w, g, t

3 letter-sound. Say: This is the letter w. The letter w stands for this sound: /w/. Say /w/. (/w/) You hear /w/ at the
beginning of wig. Say wig. (wig) Repeat the process for the hard sound of the letter g and the letter t. Then
read the directions and call students’ attention to the first row. Say: Point to the letter w. Say /w/. (/w/) Now
point to the watch. Say watch. (watch) Is /w/ the first sound in watch? (yes) Fill in the circle. Now point to the
rope. Say rope. (rope) Is /w/ the first sound in rope? (no) Do not fill in the circle. Repeat the process for the
remaining pictures. Note: For row 2, begin by saying: This is the letter g. The letter g sometimes stands for
this sound: /g/.
Picture Key: Row 1. watch, rope, top, web; Row 2. leaf, lamp, gate, gum; Row 3. tooth, girl, toe, ball
Write the letter that stands for the first sound you hear in . 1. top 2. get 3. wag
DAY Reviewing Initial Consonants: c, d, y, l, r, n, w, g, t

Read the directions and call students’ attention to number 1. Say: Point to the cat. Say cat. (cat) What is the
4 first sound in cat? (/k/) Fill in the circle next to the letter that stands for that sound. Repeat the process for the
remaining pictures.
Picture Key: 1. cat, 2. web, 3. rake, 4. ring, 5. gum, 6. duck, 7. yarn, 8. goat, 9. leaf, 10. net, 11. ten, 12. dog
Write the letter that stands for the first sound you hear in . 1. tug 2. dot 3. nap
DAY Writing Initial Consonants: c, d, y, l, r, n, w, g, t

Read the directions and call students’ attention to number 1. Say: Point to the cup. Say cup. (cup) What is
5 the first sound in cup? (/k/) Look at the letters in the letter box. Which letter stands for /k/? (c) Write the letter c
on the line. You spelled the word cup. Repeat the process for the remaining pictures.
Picture Key: 1. cup, 2. lamp, 3. web, 4. gum, 5. dog, 6. rat, 7. nest, 8. top, 9. yarn
Write the letter that stands for the first sound you hear in . 1. lip 2. wig 3. rub

Name __________________________________________________________
Week
Day 1
Listen for It 2
The letters c, d, and y are consonants. Each consonant

Focus
has a different sound. Some words begin with c, d, or y.
c d y
c
2
d
3
Dictation
1. es 2. up 3. ig
Name __________________________________________________________
Week
Day 2
Listen for It 2
The letters l, r, and n are consonants. Each consonant

Focus
has a different sound. Some words begin with l, r, or n.
l r n
1
l 2
l 3
l
r r r
n n n
4
l 5
l 6
l
r r r
n n n
7
l 8
l 9
l
r r r
n n n
Dictation
1. ug 2. ap 3. od
Name __________________________________________________________
Week
Day 3
Listen for It 2
Focus The letters w, g, and t are consonants. Each consonant

has a different sound. Some words begin with w, g, or t.
w g t
w
2
g
3
Dictation
1. op 2. et 3. ag
Name __________________________________________________________
Week
Day 4
Review It 2

1
d 2
w 3
l
g y r
c t n
5 6
y n d
4
r r n
w g t
8 9
w d
7
l
y g t
c d l
11 12
w g d
10
r t t
n l l
Dictation
1. ug 2. ot 3. ap
Name __________________________________________________________
Week
Day 5
Write It 2
Letter Box
c d y l r n w g t

1 2 3
up a mp eb
4 5 6
um og at
7 8 9
est op arn
Dictation
1. ip 2. ig 3. ub
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Writing initial consonants 15
WEEK Final Consonants
3 g, l, d, f, p, n, b, m, t
DAY Listening for Final Consonants: g, l, d

1 letter-sound. Say: This is the letter g. Sometimes the letter g stands for this sound: /g/. Say /g/. (/g/) You hear
/g/ at the end of bug. Say bug. (bug) Repeat the process for the letters l and d. Then read the directions
and call students’ attention to number 1. Say: Point to the letter g. Say /g/. (/g/) Now point to the fan. Say
fan. (fan) Is /g/ the last sound in fan? (no) Do not fill in the circle. Now point to the flag. Say flag. (flag) Is /g/
the last sound in flag? (yes) Fill in the circle under the flag. Repeat the process for the remaining pictures.
Picture Key: Row 1. fan, flag, cat, pig; Row 2. bell, owl, leaf, coat; Row 3. drum, hen, bed, hand
Write the letter that stands for the last sound you hear in . 1. rag 2. hid 3. pal
DAY Listening for Final Consonants: f, p, n

2 letter-sound. Say: This is the letter f. The letter f stands for this sound: /f/. Say /f/. (/f/) You hear /f/ at the end
of leaf. Say leaf. (leaf) Repeat the process for the letters p and n. Then read the directions and call
students’ attention to number 1. Say: Point to the fan. Say fan. (fan) What is the last sound in fan? (/n/) Fill in
the circle next to the letter that stands for that sound. Repeat the process for the remaining pictures.
Picture Key: 1. fan, 2. roof, 3. cap, 4. mop, 5. sun, 6. elf, 7. men, 8. shelf, 9. stamp
Write the letter that stands for the last sound you hear in . 1. fun 2. elf 3. tip
DAY Listening for Final Consonants: b, m, t

3 letter-sound. Say: This is the letter b. The letter b stands for this sound: /b/. Say /b/. (/b/) You hear /b/ at the
end of web. Say web. (web) Repeat the process for the letters m and t. Then read the directions and call
students’ attention to the first row. Say: Point to the letter b. Say /b/. (/b/) Now point to the tub. Say tub. (tub)
Is /b/ the last sound in tub? (yes) Fill in the circle under the tub. Now point to the ball. Say ball. (ball) Is /b/ the
last sound in ball? (no) Do not fill in the circle. Repeat the process for the remaining pictures.
Picture Key: Row 1. tub, ball, crab, rat; Row 2. drum, ham, coat, sun; Row 3. ten, foot, pot, gum
Write the letter that stands for the last sound you hear in . 1. sat 2. rub 3. ham
DAY Reviewing Final Consonants: g, l, d, f, p, n, b, m, t

Read the directions and call students’ attention to number 1. Say: Point to the cup. Say cup. (cup) What is
4 the last sound in cup? (/p/) Fill in the circle next to the letter that stands for that sound. Repeat the process for
Picture Key: 1. cup, 2. gum, 3. elf, 4. bat, 5. hand, 6. fan, 7. drum, 8. wig, 9. sled, 10. web, 11. ball, 12. sun
Write the letter that stands for the last sound you hear in . 1. let 2. bag 3. pan
DAY Writing Final Consonants: g, l, d, f, p, n, b, m, t

Read the directions and call students’ attention to number 1. Say: Point to the gum. Say gum. (gum) What
5 is the last sound in gum? (/m/) What letter stands for that sound? (m) Write the letter m on the line. You spelled
the word gum. Repeat the process for the remaining pictures.
Picture Key: 1. gum, 2. bat, 3. elf, 4. cup, 5. owl, 6. tub, 7. flag, 8. fan, 9. bed
Write the letter that stands for the last sound you hear in . 1. den 2. hug 3. bad

Name __________________________________________________________
Week
Day 1
Listen for It 3
Focus Some words end with the consonant g, l, or d.
g l d
Fill in the circle if the picture ends with the same letter-sound.
g
2
l
3
Dictation
1. ra 2. hi 3. pa
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Listening for final consonants 17
Name __________________________________________________________
Week
Day 2
Listen for It 3
Focus Some words end with the consonant f, p, or n.
f p n
Say the picture name. Listen to the last letter-sound.
1
f 2
f 3
f
p p p
n n n
4
f 5
f 6
f
p p p
n n n
7
f 8
f 9
f
p p p
n n n
Dictation
1. fu 2. el 3. ti
18 Skill: Discriminating final consonants Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Name __________________________________________________________
Week
Day 3
Listen for It 3
Focus Some words end with the consonant b, m, or t.
b m t
Fill in the circle if the picture ends with the same letter-sound.
b
2
m
3
Dictation
1. sa 2. ru 3. ha
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Listening for final consonants 19
Name __________________________________________________________
Week
Day 4
Review It 3
Say the picture name. Listen to the last letter-sound.

1
p 2
t 3
f
t m g
m p l
5 6
b d d
4
f t n
t p f
8 9
m d
7
m
g l f
n g p
11 12
t m t
10
f l n
b g p
Dictation
1. l e 2. ba 3. pa
20 Skill: Discriminating final consonants Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Name __________________________________________________________
Week
Day 5
Write It 3
Letter Box
n t g p b f l m d

Then write the letter that stands for the last letter-sound you hear.
1 2 3
gu ba el
4 5 6
cu ow tu
7 8 9
f la fa be
Dictation
1. de 2. hu 3. ba
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Writing final consonants 21
WEEK Initial and Final Consonants
4 d, m, t, l, p, s
DAY Listening for Initial and Final Consonants: d, m

Read aloud the focus statement at the top of the page and point to each letter as you review its letter-
1 sound. Ask: What letter is this? (d) What sound does the letter d have? (/d/) You hear /d/ first in dog. Say dog.
(dog) You hear /d/ last in bed. Say bed. (bed) Repeat the process for the letter m. Then read the directions
and call students’ attention to number 1. Say: Point to the number 1. We are listening for the sound that
stands for d: /d/. Do you hear /d/ first or last in duck? (first) Fill in the first circle. Repeat the process for the
remaining pictures.
Picture Key: 1. duck, 2. mop, 3. worm, 4. red, 5. clam, 6. desk, 7. moon, 8. drum, 9. sad
Write the letters that stand for the first and last sounds you hear in . 1. dig 2. map 3. bed
DAY Listening for Initial and Final Consonants: t, l

2 sound. Ask: What letter is this? (t) What sound does the letter t have? (/t/) You hear /t/ first in tub. Say tub.
(tub) You hear /t/ last in cat. Say cat. (cat) Repeat the process for the letter l. Then read the directions and
call students’ attention to number 1. Say: Point to the number 1. We are listening for the sound that stands for
l: /l/. Do you hear /l/ first or last in lamp? (first) Fill in the first circle. Repeat the process for the remaining
pictures.
Picture Key: 1. lamp, 2. toe, 3. bell, 4. bat, 5. leg, 6. foot, 7. nail, 8. ten, 9. leaf
Write the letters that stand for the first and last sounds you hear in . 1. top 2. lip 3. hat
DAY Listening for Initial and Final Consonants: p, s

3 sound. Ask: What letter is this? (p) What sound does the letter p have? (/p/) You hear /p/ first in pig. Say pig.
(pig) You hear /p/ last in cup. Say cup. (cup) Repeat the process for the letter s. Then read the directions
stands for s: /s/. Do you hear /s/ first or last in sun? (first) Fill in the first circle. Repeat the process for the
remaining pictures.
Picture Key: 1. sun, 2. map, 3. kiss, 4. pin, 5. cap, 6. soap, 7. sock, 8. pie, 9. pan
Write the letters that stand for the first and last sounds you hear in . 1. sad 2. pin 3. sun
DAY Writing Initial and Final Consonants: d, m, t, l, p, s

Read the directions and call students’ attention to box number 1. Say: Point to the sun. Say sun. (sun) What
4 is the first sound in sun? (/s/) What letter stands for that sound? (s) Write the letter s on the line. Now run your
finger under the letters as we read the word together: sun. Repeat the process for the remaining pictures.
Picture Key: 1. sun, 2. bat, 3. mop, 4. dog, 5. tub, 6. bed, 7. leg, 8. ham, 9. bus, 10. map, 11. sit, 12. log
Write the letters that stand for the first and last sounds you hear in . 1. met 2. pin 3. bat
DAY Writing Initial and Final Consonants: d, m, t, l, p, s

Read the directions and call students’ attention to box number 1. Say: Point to the cup. Say cup. (cup) What
5 is the last sound in cup? (/p/) What letter stands for that sound? (p) Write the letter p on the line. Now run your
finger under the letters as we read the word together: cup. Repeat the process for the remaining pictures.
Picture Key: 1. cup, 2. dig, 3. moon, 4. owl, 5. net, 6. six, 7. pan, 8. cat, 9. man, 10. bird, 11. nail, 12. clam
Write the letters that stand for the first and last sounds you hear in . 1. pan 2. sit 3. dip

Name __________________________________________________________
Week
Day 1
Listen for It 4
Focus Consonants can begin or end a word.
d m
d og bed m a n ha m
Fill in the circle to show if you hear the letter-sound first or last.
1 d 2 m 3 m
4 d 5 m 6 d
7 m 8 m 9 d
Dictation
1. i 2. a 3. e
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating initial and final consonants 23
Name __________________________________________________________
Week
Day 2
Listen for It 4
t tub ca t
l l og ow l
1 l 2 t 3 l
4 t 5 l 6 t
7 l 8 t 9 l
Dictation
1. o 2. i 3. a
24 Skill: Discriminating initial and final consonants Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Name __________________________________________________________
Week
Day 3 4
Listen for It
p s
p ig cu p s it bu s
1 s 2 p 3 s
4 p 5 p 6 s
7 s 8 p 9 p
Dictation
1. a 2. i 3. u
Name __________________________________________________________
Week
Day 4
Write It 4
Letter Box
d m t l p s
Say the picture name. Listen to the letter-sounds.

Then write the missing letter.
1 2 3 4
un ba mo og
5 6 7 8
ub be eg ha
9 10 11 12
bu ma it og
Dictation
1. e 2. i 3. a
26 Skill: Writing initial and final consonants Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Name __________________________________________________________
Week
Day 5
Write It 4
Letter Box
d m t l p s

1 2 3 4
cu ig oon ow
5 6 7 8
ne ix an ca
9 10 11 12
an bir na i cla
Dictation
1. a 2. i 3. i
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Writing initial and final consonants 27
WEEK Initial and Final Consonants
5 g, b, n, k, f, r
DAY Listening for Initial and Final Consonants: g, b

1 sound. Ask: What letter is this? (g) What sound does the letter g sometimes have? (/g/). You hear /g/ first in
gum. Say gum. (gum) You hear /g/ last in rug. Say rug. (rug) Repeat the process for the letter b. Then read
the directions and call students’ attention to number 1. Say: Point to the number 1. We are listening for the
sound that stands for g: /g/. Do you hear /g/ first or last in goat? (first) Fill in the first circle. Repeat the
process for the remaining pictures.
Picture Key: 1. goat, 2. bus, 3. gift, 4. crab, 5. frog, 6. book, 7. dog, 8. web, 9. gate
Write the letters that stand for the first and last sounds you hear in . 1. get 2. bus 3. bag
DAY Listening for Initial and Final Consonants: n, k

2 sound. Ask: What letter is this? (n) What sound does the letter n have? (/n/) You hear /n/ first in net. Say net.
(net) You hear /n/ last in van. Say van. (van) Repeat the process for the letter k. Then read the directions
stands for k: /k/. Do you hear /k/ first or last in key? (first) Fill in the first circle. Repeat the process for the
remaining pictures.
Picture Key: 1. key, 2. nail, 3. fan, 4. desk, 5. ten, 6. kite, 7. duck, 8. bike, 9. pin
Write the letters that stand for the first and last sounds you hear in . 1. nap 2. kit 3. nod
DAY Listening for Initial and Final Consonants: f, r

3 sound. Ask: What letter is this? (f) What sound does the letter f have? (/f/) You hear /f/ first in fox. Say fox. (fox)
You hear /f/ last in elf. Say elf. (elf) Repeat the process for the letter r. Then read the directions and call
students’ attention to number 1. Say: Point to the number 1. We are listening for the sound that stands for r:
/r/. Do you hear /r/ first or last in rat? (first) Fill in the first circle. Repeat the process for the remaining
pictures.
Picture Key: 1. rat, 2. fan, 3. spider, 4. leaf, 5. jar, 6. five, 7. fish, 8. foot, 9. rope
Write the letters that stand for the first and last sounds you hear in . 1. fan 2. rat 3. run
DAY Writing Initial and Final Consonants: g, b, n, k, f, r

Read the directions and call students’ attention to box number 1. Say: Point to the dog. Say dog. (dog)
4 What is the last sound in dog? (/g/) What letter stands for that sound? (g) Write the letter g on the line. Now run
your finger under the letters as we read the word together: dog. Repeat the process for the remaining pictures.
Picture Key: 1. dog, 2. van, 3. fox, 4. ten, 5. bed, 6. key, 7. car, 8. net, 9. log, 10. bus, 11. book, 12. gum
Write the letters that stand for the first and last sounds you hear in . 1. fit 2. not 3. fin
DAY Writing Initial and Final Consonants: g, b, n, k, f, r

Read the directions and call students’ attention to box number 1. Say: Point to the pin. Say pin. (pin) What
5 is the last sound in pin? (/n/) What letter stands for that sound? (n) Write the letter n on the line. Now run your
finger under the letters as we read the word together: pin. Repeat the process for the remaining pictures.
Picture Key: 1. pin, 2. rat, 3. box, 4. bag, 5. can, 6. rug, 7. fan, 8. run, 9. tub, 10. kiss, 11. leg, 12. five
Write the letters that stand for the first and last sounds you hear in . 1. bug 2. rip 3. gas

Name __________________________________________________________
Week
Day 1
Listen for It 5
g b
gum rug b ox tu b
1 g 2 b 3 g
4 b 5 g 6 b
7 g 8 b 9 g
Dictation
1. e 2. u 3. a
Name __________________________________________________________
Week
Day 2
Listen for It 5
n n et va n
k k i ng boo k
1 k 2 n 3 n
4 k 5 n 6 k
7 k 8 k 9 n
Dictation
1. a 2. i 3. o
30 Skill: Discriminating initial and final consonants Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Name __________________________________________________________
Week
Listen for It Day 3 5
f r
f ox elf r i ng ca r
1 r 2 f 3 r
4 f 5 r 6 f
7 f 8 f 9 r
Dictation
1. a 2. a 3. u
Name __________________________________________________________
Week
Day 4
Write It 5
Letter Box
g b n k f r

1 2 3 4
do va ox te
5 6 7 8
ed ey ca et
9 10 11 12
lo us boo um
Dictation
1. i 2. o 3. i
32 Skill: Writing initial and final consonants Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Name __________________________________________________________
Week
Day 5
Write It 5
Letter Box
g b n k f r

1 2 3 4
pi at ox ag
5 6 7 8
ca ru an un
9 10 11 12
tu is s le ive
Dictation
1. u 2. i 3. a
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Writing initial and final consonants 33
WEEK Short Vowel Sounds
6 a, i
DAY Listening for Short a

1 letter a. Say /ă/. (/ă/) Now point to the word hat. Say hat. (hat) Today we are going to listen for the sound of
short a. Read the directions and call students’ attention to number 1. Point to the pan. Say pan. (pan) Do
you hear /ă/ in pan? (yes) Fill in the circle next to yes. Now point to the tape. Say tape. (tape) Do you hear /ă/
in tape? (no) Fill in the circle next to no. Repeat the process for the remaining pictures.
Picture Key: 1. pan, 2. tape, 3. rat, 4. bat, 5. cat, 6. gate
1. cat 2. wag 3. mad
DAY Listening for Short i

2 letter i. Say /ı̆/. (/ı̆/) Now point to the word sit. Say sit. (sit) Today we are going to listen for the sound of short i.
Read the directions and call students’ attention to number 1. Point to the fish. Say fish. (fish) Do you hear
/ı̆/ in fish? (yes) Fill in the circle next to yes. Now point to the tire. Say tire. (tire) Do you hear /ı̆/ in tire? (no)
Fill in the circle next to no. Repeat the process for the remaining pictures.
Picture Key: 1. fish, 2. tire, 3. six, 4. dig, 5. kite, 6. pin
1. sit 2. pig 3. lip
DAY Discriminating Short a and Short i Words

Read aloud the focus statement at the top of the page. Then call students’ attention to the first example
3 as you point out the short a sound in hat. Say: We hear the sound of short a in the middle of hat. Say hat.
(hat) Say /ă/. (/ă/) Repeat the process for sit. Then read the directions and call students’ attention to
number 1. Say: Point to first picture. Say pig. (pig) Do you hear /ă/ or /ı̆/ in pig? (/ı̆/) What letter stands for
that sound? (i) Fill in the circle next to the letter i. Repeat the process for the remaining pictures.
Picture Key: 1. pig, 2. bat, 3. map, 4. pan, 5. fish, 6. cap, 7. fan, 8. six, 9. dig
1. fat 2. pin 3. hit
DAY Writing Short a and Short i Words

Read the directions and call students’ attention to number 1. Say: Point to the pan. Say pan. (pan) Do you
4 hear /ă/ or /ı̆/ in pan? (/ă/) What letter stands for /ă/? (a) Write the letter a on the line. You spelled the word
pan. Run your finger under the letters as we read the word together: pan. What vowel is in the middle of the word
pan? (a) Repeat the process for the remaining pictures.
Picture Key: 1. pan, 2. bib, 3. fan, 4. man, 5. pin, 6. dig, 7. six, 8. cat, 9. mad
Listen to the word I say. Then write the letter that stands for the vowel sound you hear. 1. cab 2. rag 3. big
DAY Reading Short a and Short i Words

Read the directions and call students’ attention to number 1. Say: This picture shows a cat. Let’s read the
5 incomplete sentence together: I see a . Now point to the words in the gray bar. Let’s read them together:
cat, man. Which word completes the sentence? (cat) Write the word cat to complete the sentence. After students
have finished writing, say: Now let’s read the sentence together: I see a cat. Repeat the process for numbers
2 and 3.
Listen to each word I say. Then write the letters that stand for the letter-sounds you hear. 1. pan 2. pat 3. pin

Name __________________________________________________________
Week
Day 1
Listen for It 6
Focus The letter a is a vowel. It can have the /ă/ sound you
hear in hat. This is called the short a sound.
short a hat

Fill in the circle next to yes if you hear the sound of short a.
Fill in the circle next to no if you do not hear the sound of short a.
1 2 3

4 5 6
Dictation
1. c t 2. w g 3. m d
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Listening for short a 35
Name __________________________________________________________
Week
Day 2
Listen for It 6
The letter i is a vowel. It can have the / ˘ / sound you

Focus
hear in sit. This is called the short i sound.
short i sit

Fill in the circle next to yes if you hear the sound of short i.
Fill in the circle next to no if you do not hear the sound of short i.
1 2 3

4 5 6
Dictation
1. s t 2. p g 3. l p
36 Skill: Listening for short i Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Name __________________________________________________________
Week
Focus Each vowel has its own short sound.
short a short i
hat sit
Say the picture name. Listen for the short vowel sound.
1 2 3
a a a
i i i
4 5 6
a a a
i i i
7 8 9
a a a
i i i
Dictation
1. f t 2. p n 3. h t
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating medial vowels 37
Name __________________________________________________________
Week
Day 4
Write It 6
Letter Box
a i

Then write the letter that stands for the short vowel sound you hear.
1 2 3
p n b b f n
4 5 6
m n p n d g
7 8 9
s x c t m d
Dictation
1. c b 2. r g 3. b g
38 Skill: Writing medial vowels Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Name __________________________________________________________
Week
Day 5
Read It 6
Look at the picture. Write the missing word.

Then read the sentence.
cat man
I see a .
rat pig
I see a .
hat pin
I see a .
Dictation
1. 2. 3.
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading CVC words 39
WEEK Short Vowel Sounds
7 e, o, u
DAY Listening for Short e

Read aloud the focus statement at the top of the page. Then point to the example as you introduce the
1 short e sound. Say: This is the letter e. The letter e is a vowel. You hear the sound of short e in ten. Say ten. (ten)
Say /ĕ/ (/ĕ/) Today we are going to listen for the sound of short e. Read the directions and call students’
attention to number 1. Point to the pen. Say pen. (pen) Do you hear /ĕ/ in pen? (yes) Fill in the circle next to
yes. Repeat the process for the remaining pictures.
Picture Key: 1. pen, 2. leaf, 3. dress, 4. sheep, 5. hen, 6. bed
Listen to the word I say. Then write the letter that stands for the short vowel sound you hear. 1. ten 2. get 3. fed
DAY Listening for Short o

2 short o sound. Say: This is the letter o. The letter o is a vowel. You hear the sound of short o in fox. Say fox. (fox)
Say /ŏ/ (/ŏ/) Today we are going to listen for the sound of short o. Read the directions and call students’
attention to number 1. Point to the box. Say box. (box) Do you hear /ŏ/ in box? (yes) Fill in the circle next to
yes. Repeat the process for the remaining pictures.
Picture Key: 1. box, 2. goat, 3. log, 4. sock, 5. mop, 6. soap
Listen to the word I say. Then write the letter that stands for the short vowel sound you hear. 1. pot 2. hop 3. not
DAY Listening for Short u

3 short u sound. Say: This is the letter u. The letter u is a vowel. You hear the sound of short u in bug. Say bug.
(bug) Say /ŭ/ (/ŭ/) Today we are going to listen for the sound of short u. Direct students’ attention to the first
row. Point to number one. The picture shows a bus. Say bus. (bus) Do you hear /ŭ/ in bus? (yes) Fill in the circle
next to yes. Repeat the process for the remaining pictures.
Picture Key: 1. bus, 2. sun, 3. glue, 4. tub, 5. flute, 6. drum
Listen to the word I say. Then write the letter that stands for the short vowel sound you hear. 1. rub 2. nut 3. fun
DAY Writing Short Vowel Words

Read the directions and call students’ attention to number 1. Say: Point to the hen. Say hen. (hen) What
4 sound do you hear in the middle of hen? (/ĕ/) What letter stands for /ĕ/? (e) Write the letter e on the line. You
spelled the word hen. Run your finger under the letters as we read the word together: hen. What vowel is in the
middle of the word hen? (e) Repeat the process for the remaining pictures.
Picture Key: 1. hen, 2. pot, 3. mop, 4. box, 5. bus, 6. log, 7. web, 8. jet, 9. bug
Listen to the word I say. Then write the letter that stands for the vowel sound you hear. 1. fox 2. wet 3. sun
DAY Reading Short Vowel Words

Read the directions and call students’ attention to number 1. Say: This picture shows a web. Let’s read the
5 sentence together: I see a . Now point to the words in the gray bar. Let’s read them together: sun, web.
Which word completes the sentence? (web) Write the word web to complete the sentence. Put your pencil down
when you are finished. Then we’ll read the sentence together. Repeat the process for numbers 2 and 3.
Picture Key: 1. web, 2. dog, 3. bug
Listen to the word I say. Then write the letters that stand for the letter-sounds you hear. 1. box 2. tub 3. fan

Name __________________________________________________________
Week
Focus The letter e is a vowel. It can have the /ĕ/ sound you
hear in ten. This is called the short e sound.
short e ten

Fill in the circle next to yes if you hear the sound of short e.
Fill in the circle next to no if you do not hear the sound of short e.
1 2 3

4 5 6
Dictation
1. t n 2. g t 3. f d
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Listening for short e 41
Name __________________________________________________________
Week
Day 2
Listen for It 7
The letter o is a vowel. It can have the /ŏ/ sound you

Focus
hear in fox. This is called the short o sound.
short o fox

Fill in the circle next to yes if you hear the sound of short o.
Fill in the circle next to no if you do not hear the sound of short o.
1 2 3

4 5 6
Dictation
1. p t 2. h p 3. n t
42 Skill: Listening for short o Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Name __________________________________________________________
Week
The letter u is a vowel. It can have the /ŭ/ sound you

Focus
hear in bug. This is called the short u sound.
short u bug

Fill in the circle next to yes if you hear the sound of short u.
Fill in the circle next to no if you do not hear the sound of short u.
1 2 3

4 5 6
Dictation
1. r b 2. n t 3. f n
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Listening for short u 43
Name __________________________________________________________
Week
Day 4
Write It 7
Letter Box
e o u

1 2 3
h n p t m p
4 5 6
b x b s l g
7 8 9
w b j t b g
Dictation
1. f x 2. w t 3. s n
Name __________________________________________________________
Week
Day 5
Read It 7

sun web
I see a .
dog hen
I see a .
bug log
I see a .
Dictation
1. 2. 3.
WEEK
8 CVC Pattern
DAY Listening for Medial Vowels

Read aloud the focus statement at the top of the page. Then point to each example as you sound out the
1 consonant-vowel-consonant (CVC) words. Say: This is the word can. Point to each letter as I read the word:
/c/ /ă/ /n/. You hear the sound of short a in can. Say can. (can) Run your finger under the letters as we read
the word together: can. Repeat the process for the remaining examples. Then read the directions and call
students’ attention to number 1. Say: Today we are going to listen for the short vowel sound in the middle of
each word. Point to the cap. Say cap. (cap) What sound do you hear in the middle of cap? (/ă/) What letter
stands for that sound? (a) Look at both words. Fill in the circle next to the word that has an a in the middle. The
word is cap. C-a-p spells cap. Repeat the process for the remaining pictures.
Picture Key: 1. cap, 2. web, 3. pot, 4. tub, 5. pig, 6. ten
Listen to each word I say. Then write the letters that stand for the sounds you hear. 1. tag 2. pen 3. top
DAY Reading CVC Words

Read aloud the focus statement at the top of the page. Then point to each example as you sound out the
2 CVC words. Say: This is the word hat. Point to each letter as I read the word: /h/ /ă/ /t/. You hear the sound
of short a in hat. Say hat. (hat) Run your finger under the letters as we read the word together: hat. Then read
the directions and call students’ attention to number 1. Say: Today we are going to read CVC words. Point to
the tub. Say tub. (tub) Listen to the letter-sounds in tub: /t/ /ŭ/ /b/. Which word says tub? (the first one) Yes,
t-u-b spells tub. Fill in the circle next to the word tub. Repeat the process for the remaining pictures.
Picture Key: 1. tub, 2. map, 3. jet, 4. bat, 5. pig, 6. fox, 7. bed, 8. cup, 9. dog
Listen to each word I say. Then write the letters that stand for the sounds you hear. 1. pot 2. web 3. sit
DAY Writing Medial Vowels

Read the directions and call students’ attention to number 1. Say: Today we are going to listen for the short
3 vowel sounds in the middle of CVC words. Point to the bus. Say bus. (bus) What sound do you hear in the middle
of bus? (/ŭ/) What letter stands for that sound? (u) Write the letter u on the line. Now let’s read the word together:
bus. Repeat the process for the remaining words.
Picture Key: 1. bus, 2. rat, 3. jet, 4. mop, 5. bib, 6. fan, 7. sit, 8. bed, 9. fox
Listen to each word I say. Then write the letters that stand for the sounds you hear. 1. tan 2. sip 3. ten

Read the directions and call students’ attention to number 1. Say: We are going to read each incomplete
4 sentence and fill in the circle next to the missing word. The picture next to each sentence will help us. Point to the
first picture. What does it show? (a hen) Let’s read the incomplete sentence together: A sat. Now point to
the words in the gray bar. Let’s read them: ten, hen. Which word completes the sentence? (hen) Fill in the circle
next to the word hen. Write the word hen on the line. After students have written the word, say: Now let’s read
the sentence together: A hen sat. Repeat the process for the remaining sentences.
Listen to the words I say. Then write the letters that stand for the sounds you hear: big, hat.

Read the directions and call students’ attention to number 1. Say: What does this picture show? (a dog) Now
5 let’s read the incomplete sentence together: The is big. Now point to the words in the gray bar. Let’s read
them together: dog, web. Which word completes the sentence? (dog) Write the word dog on the line. After
students have written the word, say: Now let’s read the sentence together: The dog is big. Repeat the process
for the remaining sentences.
Listen to this sentence: He can run. Now write the missing words: can, run.
Name __________________________________________________________
Week
Day 1
Listen for It 8
Focus A vowel between two consonants has a short sound.
c– a – n h – e – n s–i–t p–o–t c– u – p
ca n hen sit p ot cu p
Say the picture name. Listen to the vowel sound.
Then fill in the circle next to the word that names the picture.
1 2 3
cup web pen

cap wig pot
4 5 6
top pig tag

tub pan ten
Dictation
1. 2. 3.
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating CVC words 47
Name __________________________________________________________
Week
Day 2
Listen for It 8
Words that have a short vowel sound between two

Focus
consonants are called CVC words.
hat ten dig log sub

Say the picture name. Read the words.
1 2 3
tub map jut
tab mop jet
4 5 6
bat pig fix
bet peg fox
7 8 9
bad cup dog
bed cap dig
Dictation
1. 2. 3.
48 Skill: Discriminating CVC words Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Name __________________________________________________________
Week
Write It Day 3 8
Letter Box
a e i o u

Then write the letter that stands for the vowel sound you hear.
1 2 3
b s r t j t
4 5 6
m p b b f n
7 8 9
s t b d f x
Dictation
1. 2. 3.
Name __________________________________________________________
Week
Day 4
Read It 8
Read the sentence. Fill in the circle beside the missing word.
Then write the word on the line.
1 A sat. ten hen
2 I can it. sit cut
3 It is a . dog hog
4 It is a . fat hat
5 The cat can . dig run
Dictation
50 Skill: Reading CVC words Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Name __________________________________________________________
Week
Day 5
Read It 8

dog web
The is big.
pot cat
The is fat.
bug bat
The is red.
Dictation
He .
WEEK Long Vowel Sounds
9 a, e, i, o, u
DAY Discriminating Long a and Long i Words

Read aloud the focus statement at the top of the page. Then point to the first example and say: We hear
1 the sound of long a in cake. Say cake. (cake) Say /ā/ (/ā/) Repeat the process for bike. Then read the
directions and call students’ attention to number 1. Say: Point to the first picture. Say tape. (tape) Which
vowel sound do you hear in tape? (/ā/) Which letter stands for that sound? (a) Fill in the circle next to the letter a.
Picture Key: 1. tape, 2. mice, 3. kite, 4. gate, 5. cage, 6. tire
Listen to the word I say. Then write the letter that stands for the long vowel sound you hear.
1. lake 2. time 3. life
DAY Writing Long a and Long i Words

Read the directions and call students’ attention to number 1. Say: Point to the kite. Say kite. (kite) Do you
2 hear /ā/ or /ı̄/ in kite? (/ı̄/) Write the letter i on the line. You spelled the word kite. Run your finger under the
letters as we read the word together: kite. Repeat the process for the remaining pictures.
Picture Key: 1. kite, 2. cake, 3. nine, 4. gate, 5. tape, 6. bike, 7. rake, 8. dime, 9. cage
1. page 2. like 3. ride
DAY Discriminating Long e, o, and u Words

Read aloud the focus statement at the top of the page. Then point to the first example and say: We hear
3 the sound of long e in he. Say he. (he) Say /ē/ (/ē/) Repeat the process for bone and mule. Then read the
directions and call students’ attention to number 1. Say: Point to the first picture. Say cone. (cone) Which
vowel sound do you hear in cone? (/ō/) Which letter stands for that sound? (o) Fill in the circle next to the letter o.
Picture Key: 1. cone, 2. me, 3. tube, 4. nose, 5. music, 6. we
1. robe 2. cube 3. we
DAY Writing Long e, o, and u Words

Read the directions and call students’ attention to number 1. Say: Point to the picture of the boys. When they
4 talk about themselves, they say we. Say we. (we) Which vowel sound do you hear in we? (long e, /ē/) What letter
stands for that sound? (e) Write the letter e on the line. You spelled the word we. Run your finger under the letters
as we read the word together: we. Repeat the process for the remaining pictures.
Picture Key: 1. we, 2. mule, 3. bone, 4. nose, 5. he, 6. rope, 7. tube, 8. cone, 9. me
1. note 2. cute 3. be
DAY Reading Long a, e, i, o, u Words

Read the directions and call students’ attention to number 1. Say: This picture shows a mouse on a bike. Now
5 let’s read the incomplete sentence together: See on the . Now point to the words in the gray bar.
Let’s read them together: bike, me. Which word belongs on the first line? (me) Write the word me on the first line.
Now you know which word to write on the second line. After students have finished writing, say: Now let’s read
the sentence together: See me on the bike. Repeat the process for the remaining sentences.
Listen to the words I say: Tape the note. Write the words in the boxes.

Name __________________________________________________________
Week
Day 1
Listen for It 9
Focus Each vowel has a long sound. The long sound says
the vowel’s name.
long a long i
ca ke b i ke
1 2 3
a a a
i i i
4 5 6
a a a
i i i
Dictation
1. l k e 2. t me 3. l f e
Name __________________________________________________________
Week
Day 2
Write It 9
Letter Box
a i

Then write the letter that stands for the long vowel sound you hear.
1 2 3
k te c ke n ne
4 5 6
g te t pe b ke
7 8 9
r ke d me c ge
Dictation
1. p ge 2. l k e 3. r de
Name __________________________________________________________
Week
Each vowel has a long sound. The long sound says

Focus
the vowel’s name.
long e long o long u

he bone mule

1 2 3
e e e
o o o
u u u
4 5 6
e e e
o o o
u u u
Dictation
1. r be 2. c be 3. w
Name __________________________________________________________
Week
Day 4
Write It 9
Letter Box
e o u

Then write the letter that stands for the long vowel sound you hear.
1 2 3
w m le b ne
4 5 6
n se h r pe
7 8 9
t be c ne m
Dictation
1. n t e 2. c t e 3. b
56 Skill: Writing CVC words Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Name __________________________________________________________
Week
Day 5
Read It 9
Write the missing words. Then read the sentence.
1
bike me
See on the .
2
He bone
has a big .
3
cake like
We to make .
4
gate mule
See the at the .

Dictation
.
WEEK
10 CVCe Pattern
DAY Writing Words with a CVCe Pattern

Read aloud the focus statement at the top of the page. Then point to the example as you explain the CVCe
1 pattern. Say: This word says man. It is a CVC word. We learned that the vowel in a CVC word has a short sound.
When we add an e to the word man, it becomes the word mane. A lion’s mane is the hair around its face. The
final e in mane is silent, but it makes the letter a have a long sound. Read the directions and call students’
attention to number 1. Say: We are going to add a final e to CVC words to make the vowel sound long. Let’s
read the first word: tub. Write an e to make the letter u have a long sound. Now read the word: tube. Point to the
picture that shows a tube of toothpaste. Fill in the circle below that picture. Repeat the process for the
remaining words.
Picture Key: 1. tub, tube; 2. can, cane; 3. rob, robe; 4. cap, cape
Listen to each word I say. Then write the letters that stand for the letter-sounds you hear. Remember to add a final e
to a word to make the vowel sound long. 1. not 2. note

Read the directions and call students’ attention to number 1. Say: The picture shows a cake. Say cake. (cake)
2 What long vowel sound do you hear in cake? (ā) Write the letter a on the first line. Now we need to write a silent e
to make the letter a have a long vowel sound. Write an e on the last line. Now let’s read the word together: cake.
Picture Key: 1. cake, 2. five, 3. rope, 4. bone, 5. tube, 6. hose, 7. rake, 8. kite, 9. wave
Listen to each word I say. Then write the letters that stand for the letter-sounds you hear. 1. rob 2. robe

Read the directions and call students’ attention to number 1. Say: The first picture shows a cane. Say cane.
3 (cane) Now look at the words in the box at the top of the page. These words are CVCe words. They have a final e that
makes the vowel sound in the middle long. The final e is silent. Which of these words spell cane? (c-a-n-e). Write the
letters on the lines. Repeat the process for the remaining words.
Picture Key: 1. cane, 2. note, 3. tire, 4. robe, 5. mule, 6. rake
Listen to each word I say. Then write the letters that stand for the letter-sounds you hear.
1. can 2. cane 3. tub 4. tube
DAY Reading Words with CVC and CVCe Patterns

Read the directions and call students’ attention to number 1. Say: We are going to read each incomplete
4 sentence and fill in the circle next to the missing word. The picture next to each sentence will help us. Point to the
first picture. What does it show? (a bear cub) Let’s read the incomplete sentence together: I see a . Now
point to the words in the gray bar. Let’s read them: cub, cube. Which word completes the sentence? (cub) Fill in
the circle next to the word cub. Write the word cub on the line. After students have written the word, say: Now
let’s read the sentence together: I see a cub. Repeat the process for the remaining sentences.
1. pin 2. pine 3. lip 4. like
DAY Reading Words with CVC and CVCe Patterns

Read the directions and call students’ attention to number 1. Say: What does this picture show? (a bus) Now
5 let’s read the incomplete sentence together: We will ride on a . Now point to the words in the gray bar.
Let’s read them together: bus, base. Which word completes the sentence? (bus) Write it on the line. After
students have written the word, say: Now let’s read the sentence together: We will ride on a bus. Repeat the
process for the remaining sentences.
Listen to this sentence: The hose is wet. Now write the letters that stand for the missing words: hose, wet.
Name __________________________________________________________
Week
Day 1
Listen for It 10
When an e is added to a CVC word, it makes the vowel

Focus
sound long. The e has no sound, but it changes the
vowel sound in the middle of the word.
man + e = mane
Write an e to make the vowel sound long. Then read the word.
Fill in the circle under the picture that matches the new word you made.
1 2
tu b ca n
3 4
rob ca p
Dictation
1. 2.
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading long vowel words 59
Name __________________________________________________________
Week
Day 2
Write It 10
Letter Box
a e i o u
Say the picture name. Write the letter that stands for the long vowel sound.
Write an e at the end of the word. Then read the word.
1 2 3
c k f v r p
4 5 6
b n t b h s
7 8 9
r k k t w v
Dictation
1. 2.
60 Skill: Discriminating long vowels Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Name __________________________________________________________
Week
Write It Day 3 10
Word Box
note robe cane
rake tire mule
Say the picture name. Then write the word on the lines.
1 2
3 4
5 6
Dictation
1. 2. 3. 4.
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Writing long vowel words 61
Name __________________________________________________________
Week
Day 4
Read It 10
Read the sentence. Fill in the circle beside the missing word.
1 I see a . cub cube
2 It is a . kit kite
3 The hid. rat rate
4 It is a . not note
5 He is . cut cute
Dictation
1. 2. 3. 4.
62 Skill: Reading short and long vowel words Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Name __________________________________________________________
Week
Day 5
Read It 10

bus base
We will ride on a .
wet wave
We will ride on a .
pan plane
We will ride on a .
Dictation
The i s .
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading short and long vowel words 63
WEEK Syllabication
11
DAY Counting Syllables

Read aloud the focus statement. Then point to the first example as you say: Listen to this word: web. How
1 many vowel sounds do you hear in web? (1—short e) The word web has one syllable. Repeat the process for
wagon. Then read the directions and call students’ attention to number 1. Say: Remember that when you
count syllables, you listen for how many vowel sounds you hear. Point to the hippo. Listen: hip•po. Say hip•po.
(hip•po) How many syllables do you hear in hippo? (2) Fill in the circle next to the number 2. Repeat the process
for the remaining words.
Listen to each word I say. Write the letters that stand for the vowel sound or sounds you hear in the word. Then write
the number of syllables on the line. 1. pan, 1 2. robot, 2
DAY Counting Syllables

Read aloud the focus statement. Then point to the first example as you say: Listen to this word: cup. How
2 many vowel sounds do you hear in cup? (1—short u) Repeat the process for napkin and animals. Then read
the directions and call students’ attention to number 1. Say: Remember that when you count syllables, you
listen for how many vowel sounds you hear. Point to the sun. Listen: sun. Say sun. (sun) How many syllables do
you hear in sun? (1) Fill in the circle next to the number 1. Repeat the process for the remaining words.
the number of syllables on the line. 1. hot, 1 2. rabbit, 2
DAY Reading One- and Two-Syllable Words

Read the directions and call students’ attention to the word box at the top of the page. Say: Point to the
3 first word. It says happy. Say it with me: happy. How many vowel sounds do you hear in happy? (2) So, how many
syllables does the word happy have? (2) Write the word happy in the box that says 2 syllables. Repeat the
process for the next few words before having students complete the activity independently.
the number of syllables on the line. 1. ant, 1 2. napkin, 2
DAY Dividing Words into Syllables

Read aloud the focus statement. Then point to the first example as you say: This is the word funny. Listen:
4 fun•ny. How many vowel sounds do you hear in funny? (2) What letter is doubled in the middle of the word funny?
(n) Trace the dotted line between the n’s to divide the word funny into two syllables. Repeat the process for
yellow. Then read the directions and call students’ attention to number 1. Say: Point to the picture of the
happy girl. The word is happy. What letter is doubled in the middle of happy? (p) Trace the line to divide the word
happy into two syllables. Repeat the process for the remaining words.
Listen to each word I say. Write the missing consonants. Then draw a line between the syllables.
1. sunny 2. button 3. hello
DAY Reading One- and Two-Syllable Words

Read the directions and call students’ attention to number 1. Say: Point to the words in the gray box. What
5 does the first word say? (cake) How many syllables do you hear in cake? (1) Read the next word with me: pancake.
How many syllables do you hear in pancake? (2) Fill in the circle next to the word cake because it has one syllable.
Now write the word cake on the line to complete the sentence. After students finish writing the word, guide
them in reading the completed sentence. Repeat the process for the remaining sentences.
Listen to these words: a funny puppy. Write the missing letters that stand for the sounds you hear in: funny and
puppy. Now say puppy. How many syllables do you hear in puppy? (2) Write the number of syllables on the line.

Name __________________________________________________________
Week
Day 1
Listen for It 11
Focus A syllable is a word part that has one vowel sound.
1 2
syllable syllables
we b wagon
Say the picture name. How many vowel sounds do you hear?
Fill in the circle next to the correct number.
1 2 3
1 1 1
2 2 2
hippo bone baby
4 5 6
1 1 1
2 2 2
hen mon key cac tu s
Dictation
1. p n 2. r b t
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating syllables 65
Name __________________________________________________________
Week
Day 2
Listen for It 11
Focus A syllable is a word part that has one vowel sound.
1 2 3
syllable syllables syllables
cu p na pki n a ni mals
Say the picture name. How many syllables do you hear?
Fill in the circle next to the correct number.
1 2 3
1 1 1
2 2 2
su n 3 hippo 3 oc topu s 3
4 5 6
1 1 1
2 2 2
pi l low 3 clow n 3 ze bra 3
Dictation
1. h t 2. r bb t
66 Skill: Discriminating syllables Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Name __________________________________________________________
Week
Write It Day 3 11
Word Box
happy sunset nose tablet
bike bus hilltop vase
Read the word.

Count the number of vowel sounds you hear.
Then write the word under 1 syllable or 2 syllables.
1 2
syllable syllables
Dictation
1. n t 2. n pk n
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating syllables 67
Name __________________________________________________________
Week
Day 4
Read It 11
Some words have two of the same consonants in the

Focus middle. You can divide these words into two syllables
between the consonants.
f u n ny ye l l ow
Say the picture name. Read the word.

Then draw a line to divide the syllables.
1 2 3
hap py su n ny ha m m e r
4 5 6
pi llow ra bbit mit te n

Dictation
1. su y 2. bu on 3. he o
68 Skill: Dividing syllables Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Name ___________________________________________________________
k Week
Day 5
Read It 11
Read the words in the gray box.

Fill in the circle next to the word with 1 syllable.
Then write the word on the line and read the completed sentence.
1 He ate the . cake pancake
2 He sat in the . sandbox sand
3 It is hot in the . sunset sun
4 I like jam on a . bun bunny
5 The is red. rose rosebud
Dictation
a u y u y
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading one- and two-syllable words 69
2787_Unit11.indd 69 1/31/13 11:32 AM

WEEK
12 Long Vowel Sounds of y
DAY Listening for Long i and Long e

1 Read aloud the focus statement. Then point to the first example as you say: The word fly ends with the letter y.
The letter y has the long i sound in fly. Say fly. (fly) Then point to the word baby and say: The word baby
ends with the letter y, but the y has the long e sound. Say the word with me: baby. Explain: Today we are going to
listen to words to see if the letter y has the sound of long i or long e. Read the directions and call students’
attention to number 1. Say: Point to the girl crying. Read the word: cry. Does the y in cry say /ı̄/ or /ē/? (/ı̄/)
That is the long i sound. Fill in the circle next to long i. Repeat the process for the remaining words.
Listen to each word I say. Write the letters that stand for the sounds you hear. Every word ends with the letter y.
1. cry 2. my 3. baby

Read aloud the focus statement. Then point to the first example as you say: The letter y in the word fly has
2 the long i sound. The word fly has 1 syllable. Say fly. (fly) Repeat the process for baby. Then read the
directions and call students’ attention to number 1. Say: Point to the sun. Say sun•ny. (sun•ny) How many
syllables do you hear in sunny? (2) Fill in the circle next to the number 2. What sound does the y in sunny have?
(/ē/; long e) Fill in the circle next to the letter e. Repeat the process for the remaining words.
Listen to each word I say. Then write the letters that stand for the sounds you hear. Each word ends with the letter y.
1. sunny 2. fry 3. pony

Read aloud the focus statement. Then point to the first example as you say: Point to the picture of the spy.
3 Say spy. What sound does the letter y have in spy? (/ı̄/; long i) Repeat the process for lady. Then read the
directions and call students’ attention to number 1. Say: Point to the picture of the happy girl. The word is
happy. Say hap•py. (hap•py) How many syllables do you hear in happy? (2) Fill in the circle next to the number
2. What sound does the y in happy have? (/ē/; long e) Fill in the circle next to the letter e. Repeat the process for
the remaining words.
Listen to this sentence: I spy a bunny. Now write the missing words: spy, bunny.
DAY Reading Words with the Vowel Sounds of y

Read the directions and call students’ attention to the first phrase. Say: Point to number 1. Run your finger
4 under each word as we read together: my monkey. Which picture goes with these words? (the monkey) Draw a
line from the words to the picture of the monkey. Repeat the process for the remaining phrases.
Listen to this sentence: My puppy is shy. Now write the missing words: puppy, shy.
DAY Reading Words with the Vowel Sounds of y

Read the directions and call students’ attention to number 1. Say: What does this picture show? (a flying
5 kite) Now let’s read the incomplete sentence together: I can kite. Now point to the words in the
gray bar. Let’s read them together: fly, my. Which word belongs on the first line? (fly) Write it on the line. Which
word belongs on the next line? (my) Write it on the line. After students have written the words, say: Now let’s
read the sentence together: I can fly my kite. Repeat the process for the remaining sentences.
Listen to this sentence: The sky is sunny. Now write the missing words: sky, sunny.

Name __________________________________________________________
Week
Day 1
Listen for It 12
Focus The letter y can have the long i or the long e sound.
y = long i y = long e
fly baby
Say the word. What sound does the y have?
Fill in the circle next to long i or long e.
1 2 3
long i long i long i

long e long e long e
cr y pu ppy happy
4 5 6

fry bu n ny sky
Dictation
1. 2. 3.
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating the sounds of y 71
Name ___________________________________________________________
Week
Day 2
Listen for It 12
The letter y has the long i sound in words with 1 syllable.

Focus
It has the long e sound in words with 2 syllables.
fly baby
1 syllable 2 syllables
Say the word. How many syllables do you hear?

Which vowel sound do you hear? Fill in the circles.
s yl l a b l e s s ou nd s yl l a b l e s sou nd
1 2
1 i 1 i

2 e 2 e
su n ny fry
3 4
1 i 1 i

2 e 2 e
cr y pony
Dictation
1. 2. 3.
72 Skill: Discriminating the sounds of y Daily Phonics • EMC 2787 • © Evan-Moor Corp.
2787_Unit12.indd 72 1/31/13 11:24 AM

Name ___________________________________________________________
k Week
The letter y has the long i sound in words with 1 syllable.

Focus
It has the long e sound in words with 2 syllables.
spy lady
1 syllable 2 syllables
Say the word. How many syllables do you hear?

Which vowel sound do you hear? Fill in the circles.
1 2
1 i 1 i

2 e 2 e
ha ppy pu ppy
3 4
1 i 1 i

2 e 2 e
fly bu n ny
Dictation
I a .
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating the sounds of y 73
2787_Unit12.indd 73 1/31/13 11:27 AM

Name __________________________________________________________
Week
Day 4
Read It 12
Read the words. Then draw a line to the correct picture.
1 my monkey
2 cry baby
3 shy lady
4 sunny sky
5 my puppy
Dictation
My is .
74 Skill: Reading words that end in y Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Name __________________________________________________________
Week
Day 5
Read It 12
Look at the picture. Write the missing words.

fly my
I can kite.
bunny fuzzy
My is .
cry baby
The will .
Dictation
T he is .
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading words that end in y 75
WEEK Initial Consonant Blends
13 sn, st, sw, sk, sm, sp
DAY Listening for Initial Consonant Blends: sn, st, sw

Read aloud the focus statement. Then point to the first example and say: The letters s and n blend together to
1 make this sound: /sn/. Say /sn/. (/sn/) You hear the sound of sn in the word snail. Say snail. (snail) Repeat the
process for the remaining examples. Then read the directions and call students’ attention to number 1.
Say: Point to the snake. Say snake. (snake) Do you hear /sn/ in snake? (yes) Fill in the circle. Point to the skunk.
Say skunk. (skunk) Do you hear /sn/ in skunk? (no) Do not fill in the circle. Repeat the process for the picture
of snow. Then guide students through the same process for rows 2 and 3.
Picture Key: Row 1: snake, skunk, snow; Row 2: stamp, strawberry, spider; Row 3: swing, sheep, sweep
Listen to each word I say. Then write the letters that stand for the blend you hear at the beginning of each word.
1. step 2. swim 3. snap
DAY Writing Initial Consonant Blends: sn, st, sw

Read the directions and call students’ attention to number 1. Say: Point to the stamp. Say stamp. (stamp)
2 Which blend do you hear at the beginning of stamp? (/st/) Which letters stand for that sound? (st) Write the letters
s and t on the lines to spell the word stamp. Repeat the process for the remaining pictures. After students
finish writing, read the words together.
Picture Key: 1. stamp, 2. swing, 3. snail, 4. sweep, 5. star, 6. snow, 7. stop, 8. snake, 9. swim
1. snip 2. swat 3. step
DAY Listening for Initial Consonant Blends: sk, sm, sp

Read aloud the focus statement. Then point to the first example and say: The letters s and k blend together to
3 make this sound: /sk/. Say /sk/. (/sk/) You hear the sound of sk in the word skunk. Say skunk. (skunk) Repeat
the process for the remaining examples. Then read the directions and call students’ attention to number
1. Say: Point to the snail. Say snail. (snail) Do you hear /sk/ in snail? (no) Do not fill in the circle. Point to the
skirt. Say skirt. (skirt) Do you hear /sk/ in skirt? (yes) Fill in the circle. Repeat the process for skate. Then
guide students through the same process for rows 2 and 3.
Picture Key: Row 1: snail, skirt, skate; Row 2: smoke, smile, swing; Row 3: spider, sled, spy
1. skin 2. spot 3. smoke
DAY Writing Initial Consonant Blends: sk, sm, sp

Read the directions and call students’ attention to number 1. Say: Point to the spoon. Say spoon. (spoon)
4 Which blend do you hear at the beginning of spoon? (/sp/) Which letters stand for that sound? (sp) Write the
letters s and p on the lines to spell the word spoon. Repeat the process for the remaining pictures. After
students finish writing, read the words together.
Picture Key: 1. spoon, 2. smell, 3. skunk, 4. spy, 5. skate, 6. spider, 7. skirt, 8. smoke, 9. sky
Listen to each word I say. Then write the letters that stand for the blends you hear. 1. spin 2. skip 3. smile
DAY Reading Words with Initial Consonant Blends

Read the directions and call students’ attention to number 1. Say: This picture shows a snail. Let’s read the
5 incomplete sentence together: Can a ? Now point to the words in the gray bar. Let’s read them
together: spin, snail. Which word belongs on the first line? (snail) Write the word snail on the first line and the
word spin on the next line. After students finish writing, say: Now let’s read the sentence together: Can a snail
spin? Repeat the process for the remaining sentences.
Listen to this sentence: A star is in the sky. Now write the missing words: star, sky.
Name ___________________________________________________________
Week
Day 1
Listen for It 13
Focus Two consonant sounds said together are called

a consonant blend.
sn st sw
Say the sound of the blend. Then say each picture name.
Fill in the circle if the picture begins with that blend.
sn-
s t-
s w-
Dictation
1. ep 2. im 3. ap
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating initial consonant blends 77
2787_Unit13.indd 77 1/31/13 11:29 AM

Name __________________________________________________________
Week
Day 2
Write It 13
Letter Box
sn st sw

Then write the blend to spell the word.
1 2 3
amp i ng ail
4 5 6
eep ar ow
7 8 9
op a ke im
Dictation
1. ip 2. a t 3. ep
78 Skill: Writing initial consonant blends Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Name ___________________________________________________________
k Week
Two consonant sounds said together are called

Focus
a consonant blend.
sk sm sp
s k-
sm-
sp-
Dictation
1. in 2. o t 3. ok e
2787_Unit13.indd 79 1/31/13 11:30 AM

Name __________________________________________________________
Week
Day 4
Write It 13
Letter Box
sk sm sp

1 2 3
oon ell u nk
4 5 6
y ate id e r
7 8 9
irt oke y
Dictation
1. in 2. ip 3. il e
Name __________________________________________________________
Week
Day 5
Read It 13

spin snail
Can a ?
smell skunk
I the .
3
swim step
I will in and
.
Dictation
A is in the .
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading words with initial consonant blends 81
WEEK Initial Consonant + l Blends
14 fl, cl, sl, pl, bl, gl
DAY Listening for Initial Consonant Blends: fl, cl, sl

Read aloud the focus statement. Then point to the first example and say: The letters f and l blend together to
1 make this sound: /fl/. Say /fl/. (/fl/) You hear the sound of fl in the word flower. Say flower. (flower) Repeat the
Say: Point to the flag. Say flag. (flag) Do you hear /fl/ in flag? (yes) Fill in the circle. Point to the fish. Say fish.
(fish) Do you hear /fl/ in fish? (no) Do not fill in the circle. Repeat the process for fly. Then guide students
through the same process for rows 2 and 3.
Picture Key: Row 1: flag, fish, fly; Row 2: chair, cloud, clown; Row 3: sleep, slide, skate
Listen to each word I say. Then write the letters that stand for the blend you hear. 1. flag 2. slap 3. clam
DAY Writing Initial Consonant Blends: fl, cl, sl

Read the directions and call students’ attention to number 1. Say: Point to picture 1. Say clap. (clap) Which
2 blend do you hear at the beginning of clap? (/cl/) Which letters stand for that sound? (cl) Write the letters c and l
on the lines to spell the word clap. After students finish writing, read the word together. Repeat the process
for the remaining pictures.
Picture Key: 1. clap, 2. fly, 3. slide, 4. sled, 5. sleep, 6. flower, 7. cloud, 8. flag, 9. clock
Listen to each word I say. Then write the letters that stand for the blend you hear. 1. clip 2. flip 3. slip
DAY Listening for Initial Consonant Blends: pl, bl, gl

Read aloud the focus statement. Then point to the first example and say: The letters p and l blend together
3 to make this sound: /pl/. Say /pl/. (/pl/) You hear the sound of pl in the word plant. Say plant. (plant) Repeat
the process for the remaining examples. Then read the directions and call students’ attention to number
1. Say: Point to the pen. Say pen. (pen) Do you hear /pl/ in pen? (no) Do not fill in the circle. Point to the plane.
Say plane. (plane) Do you hear /pl/ in plane? (yes) Fill in the circle. Repeat the process for plate. Then guide
students through the same process for rows 2 and 3.
Picture Key: Row 1: pen, plane, plate; Row 2: block, bear, black; Row 3: glue, globe, goat
Listen to each word I say. Then write the letters that stand for the blends you hear.
1. plane 2. globe 3. plum
DAY Writing Initial Consonant Blends: pl, bl, gl

Read the directions and call students’ attention to number 1. Say: Point to picture 1. Say glove. (glove)
4 Which blend do you hear at the beginning of glove? (/gl/) Which letters stand for that sound? (gl) Write the letters
g and l on the lines to spell the word glove. After students finish writing, read the word together. Repeat the
Picture Key: 1. glove, 2. plant, 3. blow, 4. plane, 5. block, 6. globe, 7. black, 8. glue, 9. glass
Listen to each word I say. Then write the letters that stand for the blend you hear. 1. plate 2. glad 3. blot

Read the directions and call students’ attention to number 1. Say: This picture shows a flag. Let’s read the
5 incomplete sentence together: The will . Now point to the words in the gray bar. Let’s read them
together: flap, flag. The flap will? or The flag will? Which word belongs on the first line? flap or flag? (flag)
Write the word flag on the first line. Write the word flap on the second line. After students finish writing, say:
Now let’s read the sentence together: The flag will flap. Repeat the process for the remaining sentences.
Listen to this sentence: The clown has a plan. Now write the missing words: clown, plan.
2787_Unit14.indd 82 1/31/13 11:35 AM

Name __________________________________________________________
Week
Day 1
Listen for It 14

a consonant blend.
fl cl sl
Fill in the circle if the picture name begins with that blend.
f l-
cl-
s l-
Dictation
1. ag 2. ap 3. am
Name __________________________________________________________
Week
Day 2
Write It 14
Letter Box
fl cl sl

1 2 3
ap y id e
4 5 6
ed eep owe r
7 8 9
ou d ag ock
Dictation
1. i p 2. i p 3. i p
Name __________________________________________________________
Week

Focus
a consonant blend.
pl bl gl
Fill in the circle if the picture name begins with that blend.
pl-
bl-
g l-
Dictation
1. ane 2. obe 3. um
Name __________________________________________________________
Week
Day 4
Write It 14
Letter Box
pl bl gl

1 2 3
ove a nt ow
4 5 6
ane ock ob e
7 8 9
ack ue ass
Dictation
1. a t e 2. ad 3. o t
Name __________________________________________________________
Week
Day 5
Read It 14

flap flag
The will .
sled slide
My can .
3
gloves clown black
The has
.
Dictation
The has a .
WEEK Initial Consonant + r Blends
15 cr, fr, br, tr, gr, dr
DAY Listening for Initial Consonant Blends: cr, fr, br

Read aloud the focus statement. Then point to the first example and say: The letters c and r blend together
1 to make this sound: /cr/. Say /cr/. (/cr/) You hear the sound of cr in the word crab. Say crab. (crab) Repeat the
Say: Point to the crown. Say crown. (crown) Do you hear /cr/ in crown? (yes) Fill in the circle. Now point to the
girl crying. Say cry. (cry) Do you hear /cr/ in cry? (yes) Fill in the circle. Repeat the process for grapes. Then
guide students through the same process for rows 2 and 3.
Picture Key: Row 1: crown, cry, grapes; Row 2: bread, frame, frog; Row 3: brush, drum, broom
Listen to each word I say. Then write the letters that stand for the blends you hear. 1. brat 2. crab 3. frame
DAY Writing Initial Consonant Blends: cr, fr, br

Read the directions and call students’ attention to number 1. Say: Point to picture 1. Say brush. (brush)
2 Which sound do you hear at the beginning of brush? (/br/) Which letters stand for that sound? (br) Write the
letters b and r on the lines to spell the word brush. After students finish writing, read the word together.
Picture Key: 1. brush, 2. crib, 3. frog, 4. fruit, 5. braid, 6. crab, 7. bride, 8. crayon, 9. frame
Listen to each word I say. Then write the letters that stand for the blend you hear. 1. fry 2. crop 3. bran
DAY Listening for Initial Consonant Blends: tr, gr, dr

Read aloud the focus statement. Then point to the first example and say: The letters t and r blend together to
3 make this sound: /tr/. Say /tr/. (/tr/) You hear the sound of tr in the word truck. Say truck. (truck) Repeat the
process for the remaining examples. Then read the directions and call students’ attention to number 1. Say:
Point to the tree. Say tree. (tree) Do you hear /tr/ in tree? (yes) Fill in the circle. Now point to the crown. Say crown.
(crown) Do you hear /tr/ in crown? (no) Do not fill in the circle. Repeat the process for triangle. Then guide
students through the same process for rows 2 and 3.
Picture Key: Row 1: tree, crown, triangle; Row 2: grapes, grasshopper, goat; Row 3: brush, drum, drip
Listen to each word I say. Then write the letters that stand for the blends you hear. 1. trip 2. grape 3. drag
DAY Writing Initial Consonant Blends: tr, gr, dr

Read the directions and call students’ attention to number 1. Say: Point to picture 1. Say train. (train)
4 Which blend do you hear at the beginning of train? (/tr/) Which letters stand for that sound? (tr) Write the letters
t and r on the lines to spell the word train. After students finish writing, read the word together. Repeat the
Picture Key: 1. train, 2. grapes, 3. drip, 4. grow, 5. dress, 6. tree, 7. truck, 8. drum, 9. grass
Listen to each word I say. Then write the letters that stand for the blend you hear. 1. trap 2. grip 3. drop

Read the directions and call students’ attention to number 1. Say: This picture shows a boy and a drum. Let’s
5 read the incomplete sentence together: Fred will to play the . Now point to the words in the
gray bar. Let’s read them together: drum, try. Which word belongs on the first line? drum or try? (try) Write the
word try on the first line. Write the word drum on the second line. After students finish writing, say: Now let’s
read the sentence together: Fred will try to play the drum. Repeat the process for the remaining sentences.
Listen to these words: a big green grape. Now write the missing words in the boxes: green, grape.

Name __________________________________________________________
Week
Day 1
Listen for It 15

a consonant blend.
cr crab
fr br
cr-
f r-
br-
Dictation
1. a t 2. ab 3. ame
Name __________________________________________________________
Week
Day 2
Write It 15
Letter Box
cr fr br

1 2 3
ush ib og
4 5 6
u it a id ab
7 8 9
id e ayon ame
Dictation
1. y 2. op 3. an
Name __________________________________________________________
Week

Focus
a consonant blend.
tr gr dr
tr-
g r-
d r-
Dictation
1. i p 2. ape 3. ag
Name __________________________________________________________
Week
Day 4
Write It 15
Letter Box
tr gr dr

1 2 3
ain apes ip
4 5 6
ow ess ee
7 8 9
u ck um ass
Dictation
1. ap 2. i p 3. op
Name __________________________________________________________
Week
Day 5
Read It 15

1
drum try
Fred will to play

the .
2
grass frog
The will jump in

the .
3
crab grapes
The will not eat

.
Dictation
a big
WEEK Final Consonant Blends
16 st, lt, nk, lf, nt, mp
DAY Listening for Final Consonant Blends: st, lt, nk

Read aloud the focus statement. Then point to the first example and say: The letters s and t blend together
1 to make this sound: /st/. Say /st/. (/st/) You hear the sound of st at the end of the word nest. Say nest. (nest)
Repeat the process for the remaining examples. Then read the directions and call students’ attention to
number 1. Say: Point to the chest. Say chest. (chest) Do you hear /st/ in chest? (yes) Fill in the circle under the
picture. Point to the tent. Say tent. (tent) Do you hear /st/ in tent? (no) Do not fill in the circle. Repeat the
process for vest. Then guide students through the same process for rows 2 and 3.
Picture Key: Row 1: chest, tent, vest; Row 2: ant, belt, quilt; Row 3: bank, lamp, skunk
Listen to each word I say. Then write the letters that stand for the blend you hear. 1. nest 2. belt 3. bank
DAY Writing Final Consonant Blends: st, lt, nk

Read the directions and call students’ attention to number 1. Say: Point to the belt. Say belt. (belt) Which
2 blend do you hear at the end of belt? (/lt/) Which letters stand for that sound? (lt) Write the letters lt on the lines
to spell the word belt. After students finish writing, read the word together. Repeat the process for the
remaining pictures.
Picture Key: 1. belt, 2. sink, 3. chest, 4. melt, 5. nest, 6. bunk, 7. ghost, 8. wink, 9. skunk
Listen to the word I say. Then write the letters that stand for the blend you hear. 1. sunk 2. fast 3. felt
DAY Listening for Final Consonant Blends: lf, nt, mp

Read aloud the focus statement. Then point to the first example and say: The letters l and f blend together to
3 make this sound: /lf/. Say /lf/. (/lf/) You hear the sound of lf at the end of the word shelf. Say shelf. (shelf)
number 1. Say: Point to the elf. Say elf. (elf) Do you hear /lf/ in elf? (yes) Fill in the circle under the picture.
Point to the salt. Say salt. (salt) Do you hear /lf/ in salt? (no) Do not fill in the circle. Repeat the process for
wolf. Then guide students through the same process for rows 2 and 3.
Picture Key: Row 1: elf, salt, wolf; Row 2: sink, cent, paint; Row 3: lamp, jump, plant
Listen to each word I say. Then write the letters that stand for the blends you hear. 1. elf 2. tent 3. lamp
DAY Writing Final Consonant Blends: lf, nt, mp

Read the directions and call students’ attention to number 1. Say: Point to the wolf. Say wolf. (wolf) Which
4 blend do you hear at the end of wolf? (/lf/) Which letters stand for that sound? (lf) Write the letters lf on the lines
to spell the word wolf. After students finish writing, read the word together. Repeat the process for the
remaining pictures.
Picture Key: 1. wolf, 2. lamp, 3. shelf, 4. ant, 5. elf, 6. tent, 7. plant, 8. jump, 9. stamp
Listen to each word I say. Then write the letters that stand for the blends you hear. 1. ramp 2. rent 3. self
DAY Reading Words with Final Consonant Blends

Read the directions and call students’ attention to number 1. Say: This picture shows a skunk walking into a
5 tent. Let’s read the incomplete sentence together: The went into a . Now point to the words in
the gray bar. Let’s read them together: skunk, tent. Which word belongs on the first line? (skunk) Write the word
skunk on the first line. Write the word tent on the second line. After students finish writing, say: Now let’s read
the sentence together: The skunk went into a tent. Repeat the process for the remaining sentences.
Listen to this sentence: An elf can jump. Now write the missing letters to complete the words: elf, jump.
2787_Unit16.indd 94 1/31/13 11:36 AM

Name __________________________________________________________
Week
Day 1
Listen for It 16
Focus Many words end with a consonant blend.
st lt nk
Fill in the circle if the picture ends with that blend.
-s t
- lt
-nk
Dictation
1. ne 2. be 3. ba
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating final consonant blends 95
Name __________________________________________________________
Week
Day 2
Write It 16
Letter Box
st lt nk

1 2 3
be si ch e
4 5 6
me ne bu
7 8 9
gho wi s ku
Dictation
1. s u 2. f a 3. f e
96 Skill: Discriminating final consonant blends Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Name __________________________________________________________
Week
Focus Many words end with a consonant blend.
lf nt mp
Fill in the circle if the picture ends with that blend.
- lf
-nt
-mp
Dictation
1. e 2. t e 3. l a
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating final consonant blends 97
Name ___________________________________________________________
Week
Day 4
Write It 16
Letter Box
lf nt mp

1 2 3
wo la she
4 5 6
a e te
7 8 9
pla ju s ta
Dictation
1. r a 2. re 3. se
98 Skill: Writing final consonant blends Daily Phonics • EMC 2787 • © Evan-Moor Corp.
2787_Unit16.indd 98 1/31/13 1:05 PM

Name __________________________________________________________
Week
Day 5
Read It 16

1
skunk tent
The went into

a .
2
shelf wolf
Hank lef t his

on the .
3
belt vest
The and the

are in the trunk.
Dictation
An e can j u .
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading words with final consonant blends 99
WEEK Initial and Final Consonant Blends Review
17 st, cl, mp, tr, lt, br, lf, sp, sk, pl, cr, nk, nt, sw, sn
DAY Listening for Initial and Final Consonant Blends: st, lt, cl, mp, pl, tr, br, lf, sp, sk
Read aloud the focus statement. Then point to the first example and say: Listen to this word: stop. Say stop.
1 (stop) Do you hear /st/ at the beginning or the end of stop? (beginning) Which letters have the /st/ sound in
stop? (st) Now listen to this word: nest. Do you hear /st/ at the beginning or the end of nest? (end) Which letters
have the /st/ sound in nest? (st) Then read the directions and call students’ attention to number 1. Say:
Point to the letters cl. Say /kl/. (/kl/) Do you hear /kl/ first or last in clown? (first) Fill in the first circle. Now
look at number 2. Point to the letters mp. Say /mp/. (/mp/) Do you hear /mp/ first or last in lamp? (last)
Fill in the last circle. Repeat the process for the remaining pictures.
Picture Key: 1. clown, 2. lamp, 3. tree, 4. belt, 5. star, 6. broom, 7. wolf, 8. spider, 9. mask
Listen to each word I say. Then write the letters that stand for the sounds you hear in these words.
1. melt 2. plan 3. trip
DAY Writing Initial and Final Consonant Blends: br, st, cl, lf, tr
Read the directions and call students’ attention to number 1. Say: Point to the truck. Say truck. (truck)
2 Which blend do you hear at the beginning of truck? (/tr/) Which letters stand for that sound? (tr) Write the
letters tr on the lines to spell the word truck. After students finish writing, read the word together. Repeat
the process for the remaining pictures.
Picture Key: 1. truck, 2. clock, 3. nest, 4. stop, 5. elf, 6. broom
1. stem 2. clip 3. trip
DAY Writing Initial and Final Consonant Blends: sk, pl, st, lt, sp, mp
Read the directions and call students’ attention to number 1. Say: Point to the star. Say star. (star) Which
3 blend do you hear at the beginning of star? (/st/) Which letters stand for that sound? (st) Write the letters st on
the lines to spell the word star. After students finish writing, read the word together. Repeat the process for
Picture Key: 1. star, 2. plane, 3. belt, 4. spoon, 5. stamp, 6. skate
1. felt 2. ramp 3. bump
DAY Writing Words with Initial and Final Consonant Blends

Read the directions and call students’ attention to number 1. Say: Point to the stop sign. Say stop. (stop)
4 Listen to the letter-sounds in stop. Now point to the word box at the top of the page and find the word stop.
Write it on the lines under the picture. Repeat the process for the remaining pictures.
Picture Key: 1. stop, 2. tent, 3. crab, 4. bank, 5. plane, 6. lamp
Write the letters that stand for the sounds you hear in these words: tree stump
DAY Reading Words with Consonant Blends

Read the directions and call students’ attention to number 1. Say: Let’s read the sentence together: Will Jim
5 like the gift? Draw a line to the picture that belongs with this sentence. Have students complete the activity
independently. After they finish, guide the students in reading the sentences aloud.
Listen to this sentence: A snake is on the step. Write the words in the boxes.
2787_Unit17.indd 100 1/31/13 11:44 AM

Name __________________________________________________________
Week
Day 1
Listen for It 17
Focus Words can begin or end with a consonant blend.
s t op ne s t
Say the sound of the blend. Then say the picture name.
Fill in the circle to show if you hear the blend first or last.
1 cl 2 mp 3 tr
4 lt 5 st 6 br
7 lf 8 sp 9 sk
Dictation
1. 2. 3.
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating initial and final consonant blends 101
Name ___________________________________________________________
Week
Day 2
Write It 17
Letter Box
br st cl lf tr

1 2
u ck ock
3 4
ne op
5 6
e oom
Dictation
1. 2. 3.
102 Skill: Discriminating initial and final consonant blends Daily Phonics • EMC 2787 • © Evan-Moor Corp.
2787_Unit17.indd 102 1/31/13 11:49 AM

Name __________________________________________________________
Week
Write It Day 3 17
Letter Box
sk pl st lt sp mp

Then write the blend to complete the word.
1 2
ar ane
3 4
be oon
5 6
s ta ate
Dictation
1. 2. 3.
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Writing initial and final consonant blends 103
Name __________________________________________________________
Week
Day 4
Write It 17
Word Box
crab lamp stop
plane bank tent
1 2
3 4
5 6
Dictation
104 Skill: Writing initial and final blends Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Name ___________________________________________________________
k Week
Day 5
Read It 17
Read the sentence. Then draw a line to the correct picture.
1 Will Jim like the gif t?
2 A clown went to class.
3 The top can spin fast.
4 Did he smell a skunk?
5 The spider spun a web.
6 A swan is in the lake.
Dictation
.
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading words with initial and final blends 105
2787_Unit17.indd 105 1/31/13 11:52 AM

WEEK Initial Consonant Digraphs
18 sh, th, wh, ch
DAY Listening for Initial Consonant Digraphs: sh, th, wh

Read aloud the focus statement. Then point to the first example and say: The letters s and h together have
1 this sound: /sh/. Say /sh/. (/sh/) You hear the /sh/ sound in the word sheep. Say sheep. (sheep) Repeat the
Say: Point to the letters sh. Say /sh/. (/sh/). Now say shoe. (shoe) Do you hear /sh/ in shoe? (yes) Fill in the
circle below the picture. Repeat the process for the remaining pictures.
Picture Key: Row 1: shoe, ship, snake; Row 2: thumb, truck, thread; Row 3: thirty, wheel, whistle
Listen to each word I say. Then write the letters that stand for the sound you hear. 1. ship 2. thick 3. when
DAY Listening for Initial Consonant Digraphs: ch, wh, sh

Read aloud the focus statement. Then point to the first example and say: The letters c and h together have
2 this sound: /ch/. Say /ch/. (/ch/) You hear /ch/ in the word chair. Say chair. (chair) Review the digraphs
wh and sh in the remaining examples. Then read the directions and call students’ attention to number
1. Say: Point to the letters ch. Say /ch/. (/ch/). Now say chick. (chick) Do you hear /ch/ in chick? (yes)
Fill in the circle below the picture. Repeat the process for the remaining pictures.
Picture Key: Row 1: chick, shell, chain; Row 2: three, whale, whistle; Row 3: shirt, cheese, shoe
Listen to each word I say. Then write the letters that stand for the sound you hear. 1. chin 2. white 3. shop
DAY Listening for Initial Consonant Digraphs: ch, th, wh, sh

Read aloud the focus statement. Then point to the first example and say: What sound do the letters c and h
3 together have? (/ch/). You hear /ch/ at the beginning of chip. Say chip. (chip) Review the digraphs th, wh,
and sh in the remaining examples. Then read the directions and call students’ attention to number 1.
Say: Point to the whistle. Say whistle. (whistle) Which sound do you hear at the beginning of whistle? (/wh/)
Which letters stand for that sound? (wh) Fill in the circle next to the letters wh. Repeat the process for the
remaining pictures.
Picture Key: 1. whistle, 2. sheep, 3. thumb, 4. chair, 5. cheese, 6. shark
Listen to each word I say. Then write the letters that stand for the sound you hear. 1. when 2. chop 3. thin
DAY Writing Initial Consonant Digraphs: ch, th, wh, sh

Read the directions and call students’ attention to number 1. Say: Point to picture 1. Say sheep. (sheep)
4 Which sound do you hear at the beginning of sheep? (/sh/) Which letters stand for that sound? (sh) Write the
letters sh on the lines to spell the word sheep. After students finish writing, read the word together. Repeat
Picture Key: 1. sheep, 2. thirty, 3. cherry, 4. chair, 5. whale, 6. shell, 7. wheel, 8. three, 9. cheese
Listen to each word I say. Then write the letters that stand for the sounds you hear.
1. chip 2. why 3. short
DAY Reading Words with Initial Consonant Digraphs

Read the directions and call students’ attention to number 1. Say: This picture shows a whale and a ship.
5 Let’s read the incomplete sentence together: I see a under a . Now point to the words in the
gray bar. Let’s read them together: whale, ship. Which word belongs on the first line? (whale) Write the word
whale on the first line. Write the word ship on the second line. After students finish writing, say: Now let’s read
the sentence together: I see a whale under a ship. Repeat the process for the remaining sentences.
Listen to this sentence: I see a white sheep. Write the words in the boxes.

Name __________________________________________________________
Week
Day 1
Listen for It 18
Focus Sometimes two letters together have one sound.
sh th wh
Say the sound of the two letters. Then say the picture name.
Fill in the circle if the picture begins with that sound.
sh-
th-
wh-
Dictation
1. i p 2. i c k 3. en
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating initial consonant digraphs 107
Name __________________________________________________________
Week
Day 2
Listen for It 18
Focus Sometimes two letters together have one sound.
ch wh sh
Say the sound of the two letters. Then say each picture name.
Fill in the circle if the picture name begins with that sound.
ch-
wh-
sh-
Dictation
1. in 2. ite 3. op
108 Skill: Discriminating initial consonant digraphs Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Name __________________________________________________________
Week
When two letters together have one sound, they are

Focus
called a digraph. Many words begin with the digraph
ch, th, wh, or sh.
ch th wh sh
chip thin white she
Say the picture name. Listen to the first sound.

Then fill in the circle next to the letters that stand for that sound.
1 2 3
wh ch sh
th sh wh
ch wh th
4 5 6
wh ch th
th wh sh
ch sh wh
Dictation
1. en 2. op 3. i n
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating initial consonant digraphs 109
Name __________________________________________________________
Week
Day 4
Write It 18
Letter Box
ch th wh sh

Then write the missing letters to spell the word.
1 2 3
eep irty erry

4 5 6
air ale ell

7 8 9
eel re e eese
Dictation
1. ip 2. y 3. ort
110 Skill: Writing initial consonant digraphs Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Name __________________________________________________________
Week
Day 5
Read It 18

1
whale ship
I see a under
a .
2
cheese she
Will eat the

yellow ?
3
sheep three
Did Chad see

?
Dictation
.
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading words with initial consonant digraphs 111
WEEK Final Consonant Digraphs
19 sh, ch, th
DAY Listening for Final Consonant Digraphs: sh, ch, th

Read aloud the focus statement. Then point to the first example and say: What sound do the letters s and h
1 together have? (/sh/) Say brush. (brush) Do you hear /sh/ at the beginning or at the end of brush? (end)
number 1. Say: Point to the letters sh. Say /sh/. (/sh/) Now say fish. (fish) Do you hear /sh/ at the end of fish?
(yes) Fill in the circle below the picture. Repeat the process for the remaining pictures.
Picture Key: Row 1: fish, shoe, bush; Row 2: bench, wheel, sandwich; Row 3: moth, tooth, chick
Listen to each word I say. Then write the letters that stand for the sound you hear at the end.
1. wash 2. bench 3. moth

Read aloud the focus statement. Then point to the first example and say: What sound do the letters sh
2 together have? (/sh/) Say wash. (wash) Where do you hear /sh/ in wash? (end) Repeat the process for the
remaining examples. Then read the directions and call students’ attention to number 1. Say: Point to the
letters sh. Say /sh/. (/sh/). Now say brush. (brush) Do you hear /sh/ in brush? (yes) Fill in the circle below the
picture. Repeat the process for the remaining pictures.
Picture Key: Row 1: brush, peach, trash; Row 2: inch, whale, lunch; Row 3: math, path, shoe
1. path 2. wish 3. with

Read aloud the focus statement. Then point to the first example and say: What sound do the letters s and h
3 together have? (/sh/). Say fish. (fish) Where do you hear /sh/ in fish? (end) Review the digraphs ch and th in
the remaining examples. Then read the directions and call students’ attention to number 1. Say: Point to
the brush. Say brush. (brush) Which sound do you hear at the end of brush? (/sh/) Which letters stand for that
sound? (sh) Fill in the circle next to the letters sh. Repeat the process for the remaining pictures.
Picture Key: 1. brush, 2. sandwich, 3. bath, 4. math, 5. wash, 6. bench
1. math 2. rush 3. much
DAY Writing Final Consonant Digraphs: sh, ch, th

Read the directions and call students’ attention to number 1. Say: Point to picture 1. Say bench. (bench)
4 Which sound do you hear at the end of bench? (/ch/) Which letters stand for that sound? (ch) Write the letters ch
on the lines to spell the word bench. After students finish writing, read the word together. Repeat the process
Picture Key: 1. bench, 2. dish, 3. tooth, 4. brush, 5. bath, 6. inch
Listen to each word I say. Then write the letters that stand for the letter-sounds you hear. 1. hush 2. bath 3. rich
DAY Reading Words with Final Consonant Digraphs

Read the directions and call students’ attention to number 1. Say: Let’s read the words together: a bench to
5 sit on. Draw a line to the picture that belongs with these words. Repeat the process for the remaining phrases.
Listen to this sentence: Did she wash the dish? Write the missing words in the boxes.

Name __________________________________________________________
Week
Day 1
Listen for It 19
Focus Many words end with the digraph sh, ch, or th.
sh ch th
Say the sound of the two letters. Then say each picture name.
Fill in the circle if the picture name ends with that sound.
-s h
- ch
-th
Dictation
1. wa 2. ben 3. mo
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating final consonant digraphs 113
Name __________________________________________________________
Week
Day 2
Listen for It 19
Focus Many words end with consonant digraphs.
sh ch th
Say the letter-sounds. Then say each picture name.

Fill in the circle if the picture ends with that sound.
-s h
- ch
-th
Dictation
1. 2. 3.
114 Skill: Discriminating final consonant digraphs Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Name __________________________________________________________
Week
Focus Many words end with consonant digraphs.
sh ch th
Say the picture name. Listen to the sound at the end.

1 2 3
ch ch ch
sh sh sh
th th th
4 5 6
ch ch ch
sh sh sh
th th th
Dictation
1. 2. 3.
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating final consonant digraphs 115
Name __________________________________________________________
Week
Day 4
Write It 19
Letter Box
sh ch th
Say the picture name. Listen to the sound at the end.

1 2 3
ben di too
4 5 6
bru ba in
Dictation
1. 2. 3.
116 Skill: Writing final consonant digraphs Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Name __________________________________________________________
Week
Day 5
Read It 19
1 a bench to sit on
2 brush his teeth
3 a fish on a plate
4 take a bath
5 get a watch
Dictation
Did ?
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading consonant digraphs 117
WEEK R-Controlled Vowels
20 ar, or, ur, er, ir
DAY Listening for R-Controlled Vowels: ar, or

Read aloud the focus statement. Then point to the first example and say: The letters a and r blend together
1 to make this sound: /ar/. Say /ar/. (/ar/) You hear the sound of ar at the end of the word car. Say car. (car)
Repeat the process for the letters or. Then read the directions and call students’ attention to number 1.
Say: Point to the star. Say star. (star) Do you hear /ar/ in star? (yes) What letters stand for that sound? (ar) Fill
in the circle next to ar. Repeat the process for the remaining pictures.
Picture Key: 1. star, 2. fork, 3. shark, 4. farm, 5. garden, 6. corn
Listen to each word I say. Then write the letters that stand for the sounds you hear. 1. start 2. fork 3. corn
DAY Writing Words with R-Controlled Vowels: ar, or

Read the directions and call students’ attention to number 1. Say: The picture shows a star. Say star. (star)
2 Which vowel + r sound do you hear in star? (/ar/) What letters stand for that sound? (ar) Write the letters ar on
the lines. Now let’s read the word together: star. Repeat the process for the remaining pictures.
Picture Key: 1. star, 2. corn, 3. yarn, 4. horn, 5. shark, 6. farm, 7. forty, 8. store, 9. car
Listen to each word I say. Then write the words you hear. 1. farm 2. star 3. torn
DAY Listening for R-Controlled Vowels: ur, er, ir

Read aloud the focus statement. Then point to the first example and say: Say /ur/ (/ur/). Now listen for the
3 /ur/ sound as I say this word: purse. Say purse. (purse) The /ur/ sound in purse is spelled ur. Repeat the process
for er and ir. Then read the directions and call students’ attention to number 1. Say: Point to the dirt. Say
dirt. (dirt) Run your finger under the word dirt as we read it together: dirt. Which letters have the /ur/ sound?
(ir) Underline the letters ir. Repeat the process for the remaining words.
Listen to each word I say. Then write the letters that stand for the sounds you hear. 1. shirt 2. turn 3. bird
DAY Writing Words with R-Controlled Vowels: ar, or, ur

Point to the box at the top of the page and have students read each vowel + r word aloud. Then read the
4 directions and call students’ attention to number 1. Say: Point to picture 1. Say corn. (corn) Which vowel + r
sound do you hear in corn? (/or/) Now look at the letter box. Which letters stand for the /or/ sound? (or) Write or
on the lines. After students finish writing, read the word together. Repeat the process for the remaining
pictures.
Picture Key: 1. corn, 2. jar, 3. purse, 4. scarf, 5. horn, 6. turkey, 7. burn, 8. store, 9. barn
Listen to each word I say. Then write the letters that stand for the sounds you hear. 1. arm 2. purse 3. pork
DAY Reading Words with R-Controlled Vowels

Direct students’ attention to number 1. Say: This picture shows a fish on a plate. Let’s read the incomplete
5 sentence together: I am having fish . Now point to the words in the gray bar. Let’s read them
together: dinner, for. Write the word for on the first line. Write the word dinner on the second line. After
students finish writing, read the sentence together. Repeat the process for the remaining sentences.
Listen to the words I say. Then write the words you hear. 1. car horn 2. first star

Name __________________________________________________________
Week
Day 1
Listen for It 20
Focus When a vowel is followed by the letter r,

it changes the sound of the vowel.
ca r horn

Then fill in the circle next to the letters that stand for the vowel + r sound you hear.
1 2 3
or or or
ar ar ar
4 5 6
or or or
ar ar ar
Dictation
1. s t t 2. f k 3. c n
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating r-controlled vowels 119
Name __________________________________________________________
Week
Day 2
Write It 20
Letter Box
ar or
Say the picture name. Listen to the vowel + r sound.

Then write the letters to spell the word.
1 2 3
st c n y n
4 5 6
h n sh k f m
7 8 9
f ty st e c
Dictation
1. 2. 3.
120 Skill: Discriminating r-controlled vowels Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Name __________________________________________________________
Week
The letters ur, er, and ir have the vowel + r sound

Focus
you hear in fur.
purse l et te r bird

Then underline the letters that have the /ur/ sound.
1 2 3
dirt tu r tle moth e r

4 5 6
nu rs e s hi rt wate r
Dictation
1. i r 2. u r 3. i r
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating r-controlled vowels 121
Name __________________________________________________________
Week
Day 4
Write It 20
Letter Box
ar or ur

1 2 3
c n j p se
4 5 6
sc f h n t key
7 8 9
b n st e b n
Dictation
1. m 2. p s e 3. p k
122 Skill: Writing words with r-controlled vowels Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Name __________________________________________________________
Week
Day 5
Read It 20

1
dinner for
I am having fish
.
2
first corn
I will eat the

.
3
horn park
Honk the when

you the car.
Dictation
1. 2.
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading words with r-controlled vowels 123
WEEK
21 Hard and Soft c
DAY Listening for Hard c

Read aloud the focus statement as you point to the c in cup. Say: Say the word cup. (cup) What sound do you
1 hear at the beginning of cup? (/k/) Then read the directions and call students’ attention to number 1. Say:
Point to the car. Say car. (car) Do you hear /k/ in car? (yes) Circle the word car. Point to the penny. A penny is
also called a cent. Say cent. (cent) Do you hear /k/ in cent? (no) Cross out the word cent. Repeat the process
Listen to each word I say. Then write the word you hear. 1. car 2. cape 3. corn
DAY Listening for Soft c

Read aloud the focus statement as you point to the c in ice. Say: Say the word ice. (ice) Do you hear /s/ or
2 /k/ in ice? (/s/) Then read the directions and call students’ attention to number 1. Say: Point to the cent.
Say cent. (cent) Do you hear /s/ in cent? (yes) Circle the word cent. Point to the coat. Say coat. (coat) Do you
hear /s/ in coat? (no) Cross out the word coat. Repeat the process for the remaining pictures.
Listen to each word I say. Then write the word you hear. 1. cent 2. mice 3. city
DAY Listening for Hard and Soft c

Read aloud the focus statement and each example to review the sounds of c. Then read the directions and
3 call students’ attention to number 1. Say: Point to the candle. Say candle. (candle) Do you hear /k/ or /s/ in
candle? (/k/) Is that the sound of hard c or soft c? (hard c) Fill in the circle below hard c. Repeat the process
Listen to each word I say. Then write the word you hear. 1. cub 2. rice 3. cold
DAY Reading Words with Hard and Soft c

Read the directions and call students’ attention to number 1. Say: Let’s read the words together: 65 cents in
4 a bank. Draw a line to the picture that belongs with these words. Repeat the process for the remaining phrases.
Listen to the words I say. Then write them in the boxes. a cute cat
DAY Reading Words with Hard and Soft c

Read the directions and call students’ attention to number 1. Say: This picture shows a camel running. Let’s
5 read the incomplete sentence together: The is in a . Now point to the words in the gray bar.
Let’s read them together: race, camel. Which word belongs on the first line? (camel) Write the word camel on the
first line. Write the word race on the second line. After students finish writing, say: Now let’s read the sentence
together: The camel is in a race. Repeat the process for the remaining sentences.
Listen to this sentence: I like cold ice. Write the words in the boxes.
2787_Unit21.indd 124 1/31/13 11:53 AM

Name __________________________________________________________
Week
Day 1
Listen for It 21
Focus The letter c can have the /k/ sound you hear in cup.
This is called the hard c sound.
cup

Circle the word if you hear the hard c sound.
Cross out the word if you do not hear the hard c sound.
1 2 3
ca r c e nt ca ke
4 5 6
ice cor n comb
Dictation
1. 2. 3.
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating the sound of hard c 125
Name __________________________________________________________
Week
Day 2
Listen for It 21
The letter c can have the /s/ sound you hear in ice.
Focus
This is called the soft c sound.
ice

Circle the word if you hear the soft c sound.
Cross out the word if you do not hear the soft c sound.
1 2 3
ce nt coat cave
4 5 6
cor n m ice cit y
Dictation
1. 2. 3.
126 Skill: Discriminating the sound of soft c Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Name __________________________________________________________
Week
Focus The letter c has two sounds.
hard c = /k/ soft c = /s/

cake city
Say the picture name. Listen to the sound of c.
Do you hear /k/ or /s/? Fill in the circle.
1 ca nd l e 2 ca r 3 ce nt
ha rd c s of t c ha rd c sof t c ha rd c soft c
4 ca m e l 5 ice 6 penci l
ha rd c s of t c ha rd c sof t c ha rd c sof t c
Dictation
1. 2. 3.
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating hard and soft c 127
Name __________________________________________________________
Week
Day 4
Read It 21
1 65 cents in a bank
2 mice in a cage
3 cold cone
4 candles on a cake
5 big cit y
Dictation
128 Skill: Reading words with hard and soft c Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Name __________________________________________________________
Week
Day 5
Read It 21

race camel
The is in a .
rice cup
I see in a .
3
celer y carrots
I picked and
in the garden.
Dictation
.
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading words with hard and soft c 129
WEEK
22 Hard g and Soft g
DAY Listening for Hard g

Read aloud the focus statement as you point to the g in gate. Say: Say the word gate. (gate) What sound do
1 you hear at the beginning of gate? (/g/) Then read the directions and call students’ attention to number 1.
Say: Point to the gum. Say gum. (gum) Do you hear /g/ in gum? (yes) Circle the word gum. Point to the gem.
A gem is a jewel. Some people have a gem on their ring. Say gem. (gem) Do you hear /g/ in gem? (no) Cross out
the word gem. Repeat the process for the remaining pictures.
Listen to each word I say. Then write the word you hear. 1. gum 2. gate 3. gas
DAY Listening for Soft g

Read aloud the focus statement as you point to the g in gem. Say: Say the word gem. (gem) What sound do
2 you hear at the beginning of gem? (/j/) Then read the directions and call students’ attention to number 1.
Say: Point to the cage. Say cage. (cage) Do you hear /j/ in cage? (yes) Circle the word cage. Point to the goat.
Say goat. (goat) Do you hear /j/ in goat? (no) Cross out the word goat. Repeat the process for the remaining
pictures.
Listen to each word I say. Then write the word you hear. 1. cage 2. gem 3.huge
DAY Listening for Hard and Soft g

Read aloud the focus statement as you point to each example. Then read the directions and call students’
3 attention to number 1. Say: Point to the cage. Say cage. (cage) Do you hear /g/ or /j/ in cage? (/j/) Is that the
sound of hard g or soft g? (soft g) Fill in the circle below soft g. Repeat the process for the remaining
pictures.
Listen to each word I say. Then write the word you hear. 1. stage 2. gave 3. page
DAY Reading Words with Hard and Soft g

Read the directions and call students’ attention to number 1. Say: Let’s read the first phrase together:
4 play a game. Draw a line to the picture that belongs with this phrase. Repeat the process for the remaining
phrases.
Listen to this sentence: The giant is good. Now write the missing words: giant, good.
DAY Reading Words with Hard and Soft g

Read the directions and call students’ attention to number 1. Say: This picture shows a giant. Let’s read the
5 incomplete sentence together: The kept his in a box. Now point to the words in the gray bar.
Let’s read them together: giant, gold. Which word belongs on the first line? (giant) Write the word giant on the
first line. Write the word gold on the second line. After students finish writing, say: Now let’s read the sentence
together: The giant kept his gold in a box. Repeat the process for the remaining sentences.
Listen to this sentence: A girl shut the gate. Write the words in the boxes.
2787_Unit22.indd 130 1/31/13 11:54 AM

Name __________________________________________________________
Week
Day 1
Listen for It 22
Focus The letter g can have the /g/ sound you hear in gate.
This is called the hard g sound.
g ate

Circle the word if you hear the hard g sound.
Cross out the word if you do not hear the hard g sound.
1 2 3
gum gem girl

4 5 6
g ia nt g if t g oat
Dictation
1. 2. 3.
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating the sound of hard g 131
Name __________________________________________________________
Week
Day 2
Listen for It 22
The letter g can have the /j/ sound you hear in gem.
Focus
This is called the soft g sound.
gem

Circle the word if you hear the soft g sound.
Cross out the word if you do not hear the soft g sound.
1 2 3
ca g e g oat g ia nt
4 5 6
gum g ate pa g e
Dictation
1. 2. 3.
132 Skill: Discriminating the sound of hard g Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Name __________________________________________________________
Week
Focus The letter g has two sounds.
hard g = /g/ soft g = /j/

g ate gem
Say the picture name. Listen to the sound of g.
Do you hear /g/ or /j/? Fill in the circle.
1 cag e 2 goos e 3 g ia nt
/g/ /j/ /g/ /j/ /g/ /j/
4 ga rd e n 5 goat 6 girl
/g/ /j/ /g/ /j/ /g/ /j/
Dictation
1. 2. 3.
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating hard g and soft g 133
Name __________________________________________________________
Week
Day 4
Read It 22
1 play a game
2 huge giant
3 a ring with a gem
4 a tiger in a cage
5 put gas in the car
Dictation
T he i s .
134 Skill: Reading words with hard g and soft g Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Name __________________________________________________________
Week
Day 5
Read It 22

1
giant gold
The kept his

in a box.
2
goat garden
My is in
the .
3
girl gem
The wore a big

red .
Dictation
.
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading words with hard g and soft g 135
WEEK Double Consonants
23 ff, ss, ll, zz
DAY Listening for Double Consonant Sounds: ff, ss

Read aloud the focus statement. Then point to the first example and say: The two f’s in puff have one sound:
1 /f/ Say /f/. (/f/) Say puff. (puff) Repeat the process for glass. Then read the directions and call students’
attention to number 1. Say: Point to the cliff. Say cliff. (cliff). What sound do you hear at the end of cliff? (/f/)
Which letters, ff or ss, stand for that sound? (ff) Write the letters ff on the lines. After students finish writing,
read the word together. Repeat the process for the remaining pictures.
Picture Key: 1. cliff, 2. dress, 3. off, 4. kiss, 5. grass, 6. press
Listen to each word I say. Then write the letters that stand for the double consonant you hear.
1. cuff 2. kiss 3. off
DAY Listening for Double Consonant Sounds: ll, zz

Read aloud the focus statement. Then point to the first example and say: The two l’s in ball have one sound:
2 /l/. Say /l/. (/l/) Say ball. (ball) Repeat the process for dizzy. Then read the directions and call students’
attention to number 1. Say: Point to the doll. Say doll. (doll). What sound do you hear at the end of doll? (/l/)
Which letters, ll or zz, stand for that sound? (ll) Write the letters ll on the lines. After students finish writing,
read the word together. Repeat the process for the remaining pictures.
Picture Key: 1. doll, 2. buzz, 3. well, 4. hill, 5. bell, 6. yell
1. fuzz 2. wall 3. fizz
DAY Writing Double Consonants: ff, ss, ll, zz

Call students’ attention to the letter box and review each double consonant sound. Then read the
3 directions and call students’ attention to number 1. Say: Point to the glass. Say glass. (glass). What sound do
you hear at the end of glass? (/s/) What letters stand for that sound? (ss) Write the letters ss on the lines. After
students finish writing, read the word together. Repeat the process for the remaining pictures.
Picture Key: 1. glass, 2. muffin, 3. dress, 4. hill, 5. buzz, 6. yell, 7. press, 8. cliff, 9. grass
1. tell 2. stuff 3. mess
DAY Writing Words with Double Consonants

Read the directions and call students’ attention to number 1. Say: Point to the picture of a mom kissing her
4 baby. Say kiss. (kiss). Look at the word box at the top of the page and find the word kiss. Write the word on the
line under the picture. Have students complete the activity independently. After they finish, guide students
in reviewing the answers aloud.
Picture Key: 1. kiss, 2. bell, 3. buzz, 4. press, 5. doll, 6. toss, 7. hill, 8. puff, 9. fell
1. tall 2. less 3. jazz
DAY Reading Words with Double Consonants

Read the directions and call students’ attention to number 1. Say: This picture shows a girl who fell. Let’s
5 read the incomplete sentence together: Jill down and felt . Now point to the words in the gray
bar. Let’s read them together: dizzy, fell. Which word belongs on the first line? (fell) Write the word fell on the first
line. Write the word dizzy on the second line. After students finish writing, say: Now let’s read the sentence
together: Jill fell down and felt dizzy. Repeat the process for the remaining sentences.
Listen to this sentence: My stuff is a mess! Write the words in the boxes.

Name __________________________________________________________
Week
Day 1
Listen for It 23
Some words have two of the same consonants.

Focus
The consonants have one sound. These are called
double consonants.
puf f glass
Say the picture name. Listen to the last sound.

Then write ff or ss to spell each word.
1 2 3
cl i d re o
4 5 6
ki g ra pre
Dictation
1. c u 2. k i 3. o
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Identifying double final consonants 137
Name __________________________________________________________
Week
Day 2
Listen for It 23
Some words have double consonants.

Focus
The consonants have one sound.
ball dizzy

Then write the missing letters to spell each word.
1 2 3
ZZz
z
ZZ
zz
do bu we
4 5 6
hi be ye
Dictation
1. f u 2. wa 3. f i
138 Skill: Identifying double final consonants Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Name __________________________________________________________
Week
Write It Day 3 23
Letter Box
ff ss ll zz

1 2 3
gla mu in d re
4 5 6
ZZz
z
ZZ
zz
hi bu ye
7 8 9
pre cl i g ra
Dictation
1. t e 2. s t u 3. me
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating double final consonants 139
Name __________________________________________________________
Week
Day 4
Write It 23
Word Box
toss kiss fell

puf f buzz hill
doll press bell

1 2 3 ZZz
z
ZZ
zz
4 5 6
7 8 9
Dictation
1. t a 2. l e 3. j a
140 Skill: Writing words with double consonants Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Name __________________________________________________________
Week
Day 5
Read It 23
1
dizzy fell
Jill down and felt

.
2
ball toss
Bill will the

.
3
glass muf fin
I want a and
a of milk.
Dictation
!
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Writing words with double consonants 141
WEEK Long a Vowel Digraphs
24 ai, ay
DAY Listening for Long a

Read aloud the focus statement at the top of the page. Then point to the first example and say: The vowels
1 a and i together have the long a sound in pail. Say pail. (pail) Repeat the process for jay. Then read the
directions and call students’ attention to number 1. Say: Point to the clay. Say clay. (clay) Do you hear /ā/
in clay? (yes) Which letters have the long a sound? (ay) Underline the letters ay in clay. Repeat the process for
Picture Key: 1. clay, 2. rain, 3. snail, 4. train, 5. spray, 6. mail
1. play 2. chain 3. wait
DAY Writing Words with Long a Digraphs

Read the directions and call students’ attention to number 1. Say: The picture shows a snail. Look at the word
2 box at the top of the page and find the word snail. Write the word on the line under the picture. Circle the letters
that have the long a sound. Repeat the process for the remaining pictures.
Picture Key: 1. snail, 2. hay, 3. paint, 4. jay, 5. rain, 6. clay
1. waist 2. stay 3. brain
DAY Writing Words with Long a Digraphs

Read the directions and call students’ attention to number 1. Say: Run your finger under the word as we read
3 it together: pail. Now use the letters in the gray box to write new words that rhyme with pail. After students finish
writing, read the words together. Then repeat the process for the remaining columns.
Listen to each word I say. Then write the word you hear. 1. way 2. jay 3. fail
DAY Reading Words with Long a Digraphs

Read the directions and call students’ attention to number 1. Say: Let’s read the first phrase together: little
4 pail. Which letters have the long a sound in pail? (ai) Underline those letters. Which picture goes with these
words? (the pail) Draw a line from the words to the picture of the pail. Repeat the process for the
remaining phrases.
Listen to the words I say. Then write the letters that stand for the letter-sounds you hear.
1. gray clay 2. main train
DAY Reading Words with Long a Digraphs

Read the directions and call students’ attention to number 1. Say: This picture shows a big snail and a little
5 snail. Let’s read the incomplete sentence together: The big led the . Now point to the words in
the gray bar. Let’s read them together: snail, way. Which word belongs on the first line? (snail) Write the word
snail on the first line. Write the word way on the second line. After students finish writing, say: Now let’s read
the sentence together: The big snail led the way. Repeat the process for the remaining sentences.
Listen to this sentence: We play in the rain. Write the words in the boxes.

Name __________________________________________________________
Week
Day 1
Listen for It 24
A vowel digraph is two vowels together that have

Focus
one sound. The vowel digraphs ai and ay have the
long a sound.
pail jay

Then underline the letters that stand for the long a sound.
1 2 3
cl ay rain snail
4 5 6
tr a i n s pray ma i l
Dictation
1. ay 2. a i n 3. a i
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading words with long a digraphs 143
Name __________________________________________________________
Week
Day 2
Write It 24
Word Box
snail jay hay

clay paint rain
Say the picture name. Write the word on the lines.

Then circle the letters that stand for the long a sound.
1 2 3
4 5 6
Dictation
1. a i 2. ay 3. a i
144 Skill: Writing long a digraphs Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Name __________________________________________________________
Week
Write It Day 3 24
Write a letter on each line to make a new word.

Then read the words you made.
1 2 3
pail h ay ra i n
t m sn s w pl m ch gr
ail ay ain
ail ay ain
ail ay ain
Dictation
1. 2. 3.
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Writing words with long a digraphs 145
Name __________________________________________________________
Week
Day 4
Read It 24
Read the words. Underline the letters that have the long a sound.
Then draw a line to the correct picture.
1 lit tle pail
2 wet rain
3 sof t clay
4 red paint
5 blue jay
6 lunch tray
Dictation
1. ay ay 2. ai ai
146 Skill: Reading words with long a digraphs Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Name __________________________________________________________
Week
Day 5
Read It 24

1
snail way
The big led

the .
2
rain gray
The fell from

the sky.
3
tail play
My dog likes to
with his .
Dictation
.
WEEK Long e Vowel Digraphs
25 ee, ea
DAY Listening for Long e

Read aloud the focus statement. Then point to the first example and say: The two e’s together have the long e
1 sound in bee. Say bee. (bee) Repeat the process for the ea in leaf. Then read the directions and call students’
attention to number 1. Say: Point to the peach. Say peach. (peach) Do you hear /ē/ in peach? (yes) Which
letters have the long e sound? (ea) Circle the letters ea in peach. Repeat the process for the remaining pictures.
Picture Key: 1. peach, 2. cheese, 3. sleep, 4. teeth, 5. seal, 6. feet
Listen to each word I say. Then write the missing letters to complete the word. 1. leaf 2. beach 3. peep
DAY Writing Words with Long e Digraphs

Read the directions and call students’ attention to number 1. Say: The picture shows a bee. Look at the
2 word box at the top of the page and find the word bee. Write the word on the line under the picture. Circle the
letters that have the long e sound. Repeat the process for the remaining pictures.
Picture Key: 1. bee, 2. bean, 3. teeth, 4. feet, 5. sleep, 6. peach
Listen to each word I say. Then write the missing letters to complete the word. 1. peel 2. tree 3. leap

3 it together: tree. Now use the letters in the gray box to write new words that rhyme with tree. After students finish
Listen to each word I say. Then write the word you hear.
1. beach 2. free 3. meal

4 Read the directions and call students’ attention to the word box. Say: Point to the first word. It says wheat.
Run your finger under the letters and read it with me: wheat. Which letters have the /ē/ sound in wheat? (ea)
Write the word on the line in the box that says ea. Repeat the process for the remaining words.
Listen to each word I say. Then write the words you hear. peach tree
DAY Reading Words with Long e Digraphs

Read the directions and call students’ attention to number 1. Say: This picture shows a bee on a peach. Let’s
5 read the incomplete sentence together: There is a on my . Now point to the words in the gray
bar. Let’s read them together: peach, bee. Which word belongs on the first line? (bee) Write the word bee on the
first line. Now you know which word to write on the second line. After students finish writing, say: Now let’s
read the sentence together: There is a bee on my peach. Repeat the process for the remaining sentences.
Listen to this sentence: I will eat a peach. Write the words in the boxes.

Name __________________________________________________________
Week
Day 1
Listen for It 25

Focus
one sound. The vowel digraphs ee and ea have the
long e sound.
bee leaf

Then circle the letters that stand for the long e sound.
1 2 3
p e a ch ch e e s e sleep
4 5 6
te e t h seal fe e t
Dictation
1. ea 2. ea 3. ee
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading words with long e digraphs 149
Name __________________________________________________________
Week
Day 2
Write It 25
Word Box
teeth bee bean
peach feet sleep
Say the picture name. Write the word.

Then circle the letters that have the long e sound.
1 2 3
4 5 6
Dictation
1. ee 2. ee 3. ea
150 Skill: Reading words with long e digraphs Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Name __________________________________________________________
Week
Write It Day 3 25

1 2 3
tre e seal p e a ch
s b fr m r st b r t
ee eal each
ee eal each
ee eal each
Dictation
1. 2. 3.
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Writing words with long e digraphs 151
Name __________________________________________________________
Week
Day 4
Write It 25
Word Box
wheat keep meat sweet

sleep teach feet read
Read each word. Then write the word under the correct letters.
ee ea
Dictation
152 Skill: Reading words with long a digraphs Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Name __________________________________________________________
Week
Day 5
Read It 25

1
peach bee
There is a on my
.
2
dream sleep
I went to and had

a .
3
beans sheep
Did the eat the

green ?
Dictation
.
WEEK Long i Spellings
26 ie, igh
DAY Listening for Long i

Read aloud the focus statement. Then point to the first example and say: The letters i and e together can
1 have the long i sound in pie. Say pie. (pie) Repeat the process for the igh in light. Then read the directions
and call students’ attention to number 1. Say: Point to the tie. Say tie. (tie) Do you hear /ı̄/ in tie? (yes) Which
letters have the long i sound? (ie) Underline the letters ie in tie. Repeat the process for the remaining pictures.
Picture Key: 1. tie, 2. high, 3. night, 4. thigh, 5. fried, 6. right
Listen to each word I say. Then write the missing letters to complete the word. 1. tie 2. light 3. die
DAY Writing Words with Long i Spellings

Read the directions and call students’ attention to number 1. Say: The picture shows a tie. Look at the word
2 box at the top of the page and find the word tie. Write the word on the line under the picture. Circle the letters that
have the long i sound. Repeat the process for the remaining pictures.
Picture Key: 1. tie, 2. fight, 3. cries, 4. high, 5. pie, 6. light
Listen to each word I say. Then write the missing letters to complete the word.
1. tight 2. right 3. tried

3 it together: cried. Now use the letters in the gray box to write new words that rhyme with cried. After students
finish writing, read the words together. Then repeat the process for the remaining columns.
Listen to each word I say. Then write the word you hear. 1. cries 2. tie 3. night

4 Read the directions and call students’ attention to the word box. Say: Point to the first word. It says cries.
Run your finger under the letters and read the word with me: cries. Which letters have the /ı̄/ sound in cries? (ie)
Write the word on the line in the box that says ie. Repeat the process for the remaining words.
Write the letters that stand for the sounds you hear in these words: night light
DAY Reading Words with Long i Spellings

Read the directions and call students’ attention to number 1. Say: This picture shows a boy and a pie. Let’s
5 read the incomplete sentence together: I eat apple . Now point to the words in the gray bar.
Let’s read them together: pie, might. Which word belongs on the first line? (might) Write the word might on the
read the sentence together: I might eat apple pie. Repeat the process for the remaining sentences.
Listen to this sentence: She cries at night. Write the words in the boxes.

Name __________________________________________________________
Week
Day 1
Listen for It 26
Focus The long i sound can be spelled ie or igh.
pie light

Then underline the letters that stand for the long i sound.
1 2 3
ti e hig h n ig ht
4 5 6
th ig h f rie d rig ht
Dictation
1. i e 2. i gh 3. i e
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading words with long i spellings 155
Name __________________________________________________________
Week
Day 2
Write It 26
Word Box
high pie fight
cries light tie

Then circle the letters that have the long i sound.
1 2 3
4 5 6
Dictation
1. i gh 2. i gh 3. i e
156 Skill: Reading words with long i spellings Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Name __________________________________________________________
Week
Write It Day 3 26

Then write a letter on each line to make a new word.
Read the words you made.
1 2 3
cr i e d nig ht pi e
t dr fr s m br t d l
ied ig ht ie
ie d ig ht ie
ied ig ht ie
Dictation
1. 2. 3.
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Writing words with long i spellings 157
Name __________________________________________________________
Week
Day 4
Write It 26
Word Box
cries bright tried high

thigh fried light lie
ie igh
Dictation
158 Skill: Writing words with long i spellings Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Name __________________________________________________________
Week
Day 5
Read It 26

pie might
I eat apple .
light bright
This is .
3
tried fight
The man
to .
Dictation
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading words with long i spellings 159
WEEK Long o Vowel Digraphs
27 oe, ow, oa
DAY Listening for Long o

Read aloud the focus statement. Then point to the first example and say: The vowels o and e together can
1 have the long o sound in hoe. A hoe is a garden tool. Say hoe. (hoe) Repeat the process for crow and goat. Then
read the directions and call students’ attention to number 1. Say: Point to the toe. Say toe. (toe) Do you hear /ō/ in
toe? (yes) Which letters have the long o sound? (oe) Underline the letters oe in toe. Repeat the process for the
remaining pictures.
Picture Key: 1. toe, 2. toast, 3. snow, 4. soap, 5. bow, 6. boat
Listen to each word I say. Then write the missing letters to complete the word you hear.
1. show 2. soap 3. doe
DAY Writing Words with Long o Digraphs

Read the directions and call students’ attention to number 1. Say: The picture shows a man blowing a horn.
2 The word is blow. Say blow. (blow) Now look at the word box at the top of the page and find the word blow. Write
the word on the line under the picture. Circle the letters that have the long o sound. Repeat the process for the
remaining pictures.
Picture Key: 1. blow, 2. hoe, 3. coat, 4. toe, 5. boat, 6. snow
1. slow 2. roast 3. grow

3 it together: goat. Use the letters in the gray box to write new words that rhyme with goat. After students finish
1. toad 2. flow 3. load

4 Read the directions and call students’ attention to the word box. Say: Point to the first word. It says glow.
Run your finger under the letters and read it with me: glow. Which letters have the /ō/ sound in glow? (ow)
Write the word on the line in the box that says ow. Repeat the process for the remaining words.
Write the letters that stand for the sounds you hear in these words: snow on my toe
DAY Reading Words with Long o Digraphs

Read the directions and call students’ attention to number 1. Say: This picture shows a girl in the snow. Let’s
5 read the incomplete sentence together: The fell on my . Now point to the words in the gray bar.
Let’s read them together: snow, coat. Which word belongs on the first line? (snow) Write the word snow on the
read the sentence together: The snow fell on my coat. Repeat the process for the remaining sentences.
Listen to this sentence: A doe is in the snow. Write the words in the boxes.

Name __________________________________________________________
Week
Day 1
Listen for It 27
A vowel digraph is two letters together that have

Focus
one sound. The digraphs oe, ow, and oa can have
the long o sound.
hoe crow g oa t

Then underline the letters that stand for the long o sound.
1 2 3
toe to a s t s n ow
4 5 6
soap b ow b oat
Dictation
1. ow 2. oa 3. oe
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading words with long o digraphs 161
Name __________________________________________________________
Week
Day 2
Write It 27
Word Box
boat snow toe
hoe blow coat

Then circle the letters that have the long o sound.
1 2 3
4 5 6
Dictation
1. ow 2. oa 3. ow
162 Skill: Reading words with long o digraphs Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Name __________________________________________________________
Week
Write It Day 3 27

1 2 3
goat s now to e
c b fl r sh bl d h J
oat ow oe
oat ow oe
oat ow oe
Dictation
1. oa 2. ow 3. oa
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Writing words with long o digraphs 163
Name __________________________________________________________
Week
Day 4
Write It 27
Word Box
glow toe blow

Joe crow road
toad doe coach
oe ow oa
Dictation
164 Skill: Reading words with long o digraphs Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Name __________________________________________________________
Week
Day 5
Read It 27
1
snow coat
The fell on
my .
2
boat Joe
likes to row
his .
3
bowl roast
Put the in
that .
Dictation
.
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading long o digraphs 165
WEEK Diphthongs
28 oi, oy
DAY Listening for the /oi/ Sound

Read aloud the focus statement. Then point to the first example and say: The letters o and i together have the
1 /oi/ sound. Say coin. (coin) Then say: The letters o and y also have the /oi/ sound. Say boy. (boy) Repeat the
process for boy. Then read the directions and call students’ attention to number 1. Say: Point to the toy. Say
toy. (toy) Which letters have the /oi/ sound? (oy) Underline the letters oy in toy. Repeat the process for the
remaining pictures.
Picture Key: 1. toy, 2. soil, 3. joy, 4. boil, 5. point, 6. oil
Listen to each word I say. Then write the missing letters to complete the word. 1. foil 2. soy 3. join
DAY Writing Words with the /oi/ Sound

Read the directions and call students’ attention to number 1. Say: The picture shows a boy. Look at the word
2 box at the top of the page and find the word boy. Write the word on the line under the picture. Circle the letters that
have the /oi/ sound. Repeat the process for the remaining pictures.
Picture Key: 1. boy, 2. point, 3. coin, 4. boil, 5. toy, 6. soil
Listen to each word I say. Then write the missing letters to complete the word you hear. 1. moist 2. joy 3. coil

3 it together: oil. Use the letters in the gray box to write new words that rhyme with oil. After students finish
writing, read the words together. Then repeat the process for column 2.
Listen to each word I say. Then write the word you hear. 1. spoil 2. coin 3. boys

4 Read the directions and call students’ attention to the word box. Say: Point to the first word. It says cowboy.
Run your finger under the letters and read the word with me: cowboy. Which letters have the /oi/ sound in cowboy?
(oy) Write the word on the line in the box that says oy. Repeat the process for the remaining words.
Listen to each word I say. Then write the word you hear. 1. noise 2. toy 3. point
DAY Reading Words with the /oi/ Sound

Read the directions and call students’ attention to number 1. Say: This picture shows a coin and a piggy
5 bank. Let’s read the incomplete sentence together: The put a into the bank. Now point to the
words in the gray bar. Let’s read them together: coin, boy. Which word belongs on the first line? (boy) Write the
word boy on the first line. Now you know which word to write on the second line. After students finish writing,
say: Now let’s read the sentence together: The boy put a coin into the bank. Repeat the process for the
remaining sentences.
Listen to this sentence: Roy has a coin. Write the words in the boxes.

Name __________________________________________________________
Week
Day 1
Listen for It 28
Focus The letter pairs oi and oy both have the /oi / sound
you hear in coin.
coi n b oy

Then underline the letters that stand for the vowel sound you hear in coin.
1 2 3
toy soi l j oy
4 5 6
b oi l p oi nt oi l
Dictation
1. o i 2. oy 3. o i
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Identifying diphthongs 167
Name __________________________________________________________
Week
Day 2
Write It 28
Word Box
coin point boy
toy boil soil

Then write the word on the line. Circle the letters that have the /oi/ sound.
1 2 3
4 5 6
Dictation
1. o i 2. oy 3. o i
168 Skill: Identifying diphthongs Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Name __________________________________________________________
Week
Write It Day 3 28

1 2
oi l boy
f b sp br s t j R
oi l oy
oi l oy
oi l oy
oi l oy
Dictation
1. 2. 3.
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Writing words with diphthongs 169
Name __________________________________________________________
Week
Day 4
Write It 28
Word Box
cowboy point enjoy
coil joy boil
toy coin noise
oi oy
Dictation
1. 2. 3.
170 Skill: Reading words with diphthongs Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Name __________________________________________________________
Week
Day 5
Read It 28

1
coin boy
The put a
into the bank.
2
Roy toys
likes to play
with his .
3
oil cowboy
The put
into the pan.
Dictation
.
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading words with diphthongs 171
WEEK Diphthongs
29 ou, ow
DAY Listening for the /ou/ Sound

Read aloud the focus statement. Then point to the first example and say: The letters o and w together can
1 have the /ow/ sound in the word cow. Say cow. (cow) Remind students that ow can also have the long o
sound in snow. Repeat the process for the ou in mouse. Then read the directions and call students’
attention to number 1. Say: Point to your mouth. Say mouth. (mouth) Do you hear /ou/ in mouth? (yes) Which
letters have the /ou/ sound? (ou) Underline the letters ou in mouth. Repeat the process for the remaining
pictures.
Picture Key: 1. mouth, 2. house, 3. clown, 4. owl, 5. cloud, 6. crown
1. how 2. round 3. brow
DAY Writing Words with the /ou/ Sound

Read the directions and call students’ attention to number 1. Say: The picture shows an owl. Look at the word
2 box at the top of the page and find the word owl. Write the word on the line under the picture. Circle the letters that
have the /ou/ sound. Repeat the process for the remaining pictures.
Picture Key: 1. owl, 2. scout, 3. house, 4. mouse, 5. crown, 6. cloud
Listen to each word I say. Then write the missing letters that stand for the letter-sounds you hear.
1. shout 2. down 3. gown

3 it together: cow. Use the letters in the gray box to write new words that rhyme with cow. After students finish
Listen to each word I say. Then write the word you hear.
1. pound 2. now 3. brown

4 Read the directions and call students’ attention to the word box. Say: Point to the first word. It says house.
Run your finger under the letters and read it with me: house. Which letters have the /ou/ sound in house? (ou)
Write the word on the line in the box that says ou. Repeat the process for the remaining words.
Listen to each word I say. Then write the missing letters to complete the word.
1. crown 2. proud 3. loud
DAY Reading Words with the /ou/ Sound

Read the directions and call students’ attention to number 1. Say: This picture shows a mouse hiding. Let’s
5 read the incomplete sentence together: Do you see a ? Now point to the words in the gray bar.
Let’s read them together: brown, mouse. Which word belongs on the first line? (brown) Write the word brown on
the first line. Now you know which word to write on the second line. After students finish writing, say: Now let’s
read the sentence together: Do you see a brown mouse? Repeat the process for the remaining sentences.
Listen to this sentence: I see a brown mouse. Write the words in the boxes.

Name __________________________________________________________
Week
Day 1
Listen for It 29
Focus The letter pairs ow and ou sometimes have the vowel

sound you hear in cow.
cow m ou s e

Then underline the letters that stand for the vowel sound you hear in cow.
1 2 3
m ou th hou s e clow n
4 5 6
ow l clou d cr ow n
Dictation
1. ow 2. ou 3. ow
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Identifying diphthongs 173
Name __________________________________________________________
Week
Write It Day 2 29
Word Box
crown cloud scout
mouse house owl

Circle the letters that stand for the vowel sound you hear in cow.
1 2 3
4 5 6
Dictation
1. ou 2. ow 3. ow
174 Skill: Writing words with diphthongs Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Name __________________________________________________________
Week
Write It Day 3 29

1 2 3
cow crow n rou nd
n w h pl t d br cl f p h gr
ow ow n ou nd
ow ow n ou nd
ow ow n ou nd
ow ow n ou nd
Dictation
1. 2. 3.
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Writing words with diphthongs 175
Name __________________________________________________________
Week
Day 4
Write It 29
Word Box
house brown round cow

crowd mouth down mouse
ou ow
Dictation
1. ow 2. ou 3. ou
Name __________________________________________________________
Week
Day 5
Read It 29

1
brown mouse
Do you see a
?
2
owl down
The big looked

.
3
now house
I will go into the

.
Dictation
.
WEEK
30 The Sounds of oo
DAY Listening for the Sounds of oo

Read aloud the focus statement as you point to each example. Then say: The word moon has the /oo/
1 sound. Say /oo/. (/oo/) Say moon. (moon) The word book has the /oo/ sound. Say /oo/. (/oo/) Say book.
(book) Then read the directions and call students’ attention to number 1. Say: Point to the pool. Say pool.
(pool) Do you hear /oo/ or /oo/ in pool? (/oo/) Now point to the balloon. Do you hear /oo/ in balloon? (yes)
Fill in the circle under the balloon. Repeat the process for the remaining pictures.
Picture Key: Row 1: pool, balloon, hook, spoon; Row 2: book, cookie, goose, foot; Row 3: boot, wood, broom, moose
Listen to each word I say. Then write the word you hear. 1. foot 2. spoon 3. hook
DAY Writing Words with oo

Read the directions and call students’ attention to number 1. Say: The picture shows a hook. Look at the
2 word box at the top of the page and find the word hook. Write the word on the line under the picture. Repeat
Picture Key: 1. hook, 2. tools, 3. broom, 4. moon, 5. book, 6. tooth
Listen to each word I say. Then write the word you hear. 1. boot 2. wood 3. pool
DAY Writing Words with oo

3 it together: book. Use the letters in the gray box to write new words that rhyme with book. After students finish
Listen to this sentence: Look at the moon. Write the words in the boxes.
DAY Reading Words with oo

Read the directions and call students’ attention to number 1. Say: Let’s read number 1 together:
4 moon in the sky. Which picture goes with moon in the sky? (the moon) Draw a line from the words to the
picture of the moon. Repeat the process for the remaining phrases.
Write the letters that stand for the sounds you hear in these words: foot in the pool.
DAY Reading Words with oo

Read the directions and call students’ attention to number 1. Say: This picture shows a woman cooking. Let’s
5 read the incomplete sentence together: She can with a . Now point to the words in the gray bar.
Let’s read the words together: cook, spoon. Which word belongs on the first line? (cook) Write cook on the first
line. Now you know which word to write on the next line. After students have finished writing, say: Now let’s
read the sentence together: She can cook with a spoon. Have students complete the remaining sentences
independently. After they finish, guide students in reading the completed sentences.
Listen to this sentence: The goose has a book. Write the words in the boxes.

Name __________________________________________________________
Week
Day 1
Listen for It 30
Focus The vowel pair oo can have the sound you hear in moon.
It can also have the sound you hear in book.
m oo n b oo k

Then name each picture in the row.
Fill in the circle if it has the same sound as the first picture.
boo
Dictation
1. 2. 3.
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating the sounds of oo 179
Name __________________________________________________________
Week
Day 2
Write It 30
Word Box
book tools broom
moon hook tooth
Say the picture name. Then write the word on the line.
1 2 3
4 5 6
Dictation
1. 2. 3.
180 Skill: Writing words with oo Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Name __________________________________________________________
Week
Write It Day 3 30

1 2 3
book moon broom
l t sh s n sp r z bl
ook oon oom
ook oon oom
ook oon oom
Dictation
.
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Writing words with oo 181
Name __________________________________________________________
Week
Day 4
Read It 30
1 moon in the sky
2 cool pool
3 one tooth
4 new boots
5 big goose
6 good book
Dictation
Name __________________________________________________________
Week
Day 5
Read It 30
Look at the picture. Write the missing words. Then read the sentence.
1
cook spoon
She can with a

.
2
foot moose
The has a balloon

on his .
3
look tooth
Will you at my
?
Dictation
.
WEEK Plural Forms
31 s, es
DAY Reading Plural Words

Read aloud the focus statement. Then point to each example word as you say: Let’s read the word: dog. Now
1 add an s to the end of dog. Say the new word. (dogs) The word dogs means more than one dog. Then read the
directions and call students’ attention to number 1. Say: Does this picture show one cat or more than one cat?
(more than one cat) Let’s read the words below the picture: cat, cats. Which word shows that there is more than
one cat in the picture? (cats) Fill in the circle next to the word cats. Repeat the process for the remaining
pictures.
Listen to each word I say. Then write the word you hear. 1. nets 2. pigs
DAY Writing Plural Words

Read aloud the focus statement. Then point to the first example and say: The letters es have the /ez/ sound
2 you hear in inches. Repeat the process for glasses and axes. Then read the directions and call students’
attention to number 1. Say: Look at the picture. Let’s read the word below the picture: fox. Does the picture show
one fox or more than one fox? (more than one) What is the last letter in fox? (x) What letters do we add to fox to
show more than one fox? (es) Write the letters es on the lines. Now let’s read the word together: foxes. Repeat the
process for the remaining words.
Listen to each word I say. Then write the letters to show more than one. 1. boxes 2. glasses

Read aloud the focus statement. Then refer to the example box as you say: This word is fly. The word fly ends
3 with the consonant l and the letter y. To show more than one fly, you change the y to an i and add the letters es.
Let’s read the word that means more than one fly: flies. Then read the directions and call students’ attention
to number 1. Say: Look at the picture. Let’s read the word below the picture: baby. The word baby ends with the
letter y. That means you have to change the y to an i and add es to make the word babies. Write the letters ies on
the lines. Now let’s read the word together: babies. Repeat the process for the remaining words.
Listen to each word I say. Then write the word you hear. 1. ponies 2. ladies

Read the directions and explain the three columns. Call students’ attention to the word web and say:
4 Let’s read the word together: web. Now let’s read the word that means more than one web: webs. The letter s was
added to web to make the word webs. Repeat the process for box and pony. Then have students complete
the activity independently. After they finish, guide students in reading each column of plural words
aloud.
Listen to this sentence: Babies like games. Write the words in the boxes.
DAY Reading Plural Words

Read the directions and call students’ attention to number 1. Say: This picture shows ladies wearing hats.
5 Let’s read the incomplete sentence together: The look good in . Now point to the words in the
gray bar. Let’s read them together: hats, ladies. Which word belongs on the first line? (ladies) Write ladies on the
first line. Now you know which word to write on the next line. After students have finished writing, say: Now
let’s read the sentence together: The ladies look good in hats. Have students complete the remaining
sentences independently. After they finish, guide students in reading the completed sentences.
Listen to this sentence: I see foxes and flies. Write the words in the boxes.

Name __________________________________________________________
Week
Day 1
Read It 31
Focus Add an s to the end of a word to show more than one.
dog + s = dogs
Look at the picture. Read the word aloud.

Then fill in the circle next to the correct word.
1 2 3
cat cats web webs bike bikes
4 5 6
cake cakes hen hens net nets

Dictation
1. 2.
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Identifying plural words 185
Name __________________________________________________________
Week
Day 2
Write It 31
An es at the end of a word shows there is more than one.

Focus
Add es to words that end in ch, ss, or x.
inches glasses axes
Look at the picture. Read the word.

Then write the word that goes with the picture.
Read the new word.
1 2 3
fox kis s pea ch

4 5 6
b e nch box d re s s
Dictation
1. box 2. g l a s s
186 Skill: Writing plural words Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Name ___________________________________________________________
k Week
Write It Day 3 31
Focus When a word ends with y, change the y to i and add es.
i
f ly + es = flies
Look at the picture. Read the word. Then add ies to make a word that shows
more than one. Read the new word.
1 2 3
ba by pony bu nny
ba b pon bu n n
4 5 6
lady p e n ny s py
lad penn sp
Dictation
1. 2.
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Writing plural words 187
2787_Unit31.indd 187 1/31/13 11:55 AM

Name __________________________________________________________
Week
Day 4
Write It 31
Show more than one.

Write the new word on the line.
add add change the y to i

s es and add es
web webs box boxes pony ponies
cup kiss baby
pig inch penny
game bench bunny
bone dress puppy
Dictation
.
188 Skill: Writing plural words Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Name __________________________________________________________
Week
Day 5
Read It 31

1
hats ladies
The look good

in .
babies kisses
The like .
3
boxes benches
The are not on

the .
Dictation
.
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading plural words 189
WEEK Inflectional Endings
32 -ing, -ed
DAY Writing Words with Inflectional Endings

Read aloud the focus statement. Then point to the first column of the example chart and have students
1 read the sentence with you: I play. Ask: Which word in this sentence tells the action? (play) Then read aloud
the sentence in the second column: I am playing now. Ask: What letters were added to play? (ing) You can
hear that the letters ing have the sound of /ı̆ng/. Read aloud the sentence in the third column: I played last
week. Ask: What letters were added to the verb play? (ed) You can hear that ed in the word played has the sound
of /d/. Then read the directions and call students’ attention to number 1. Say: Let’s read the word: look.
Write look with the ing ending. Then write look with the ed ending. After students finish writing, say: Read the
first word you wrote. (looking) Now read the other word you wrote. (looked) What sound do you hear at the end
of looked? (/t/) Yes, sometimes the letters ed at the end of a word have the sound of /t/. Repeat this process for
the remaining words. You may want to point out the /ĕd/ sound of ed in started.
Listen to each word I say. Then write the word you hear. 1. mixed 2. cooking

Read aloud the focus statement. Then point to the first column of the example chart and have students
2 read the sentence with you: I race. Ask: Which word in this sentence is the verb? (race) Does race end with a
consonant and a silent e? (yes) Have students read aloud the second example sentence: I am racing now.
Say: The e was dropped from race, and ing was added. But the a still has a long a sound. Repeat this process
with the sentence for raced. Then read the directions and call students’ attention to number 1. Guide
students through the activity. If time allows, invite them to use some of the new words in sentences.
Listen to each word I say. Then write the word you hear. 1. raking 2. raked

Read aloud the focus statement and call students’ attention to the first example sentence. Read it aloud
3 together and lead students to identify the short o sound and final p in mop. Then read aloud the second
sentence together. Ask: Which letter in mop was doubled before ing was added? (p) Repeat this process for
the third sentence. Then read the directions and call students’ attention to number 1. Say: Let’s read the
word together: sip. Guide students in rewriting the word as indicated. Then let students complete one row
at a time independently. After each row, say: Read and spell the words you wrote.
Listen to each word I say. Then write the word. 1. flapped 2. flapping

Read aloud the directions. Call students’ attention to the first rule and read it aloud. Have students
4 complete numbers 1 and 2 independently. After they finish, have them read each row of words aloud.
Repeat this process for the remaining rules and words.
Listen to this sentence: He stopped looking. Write the words in the boxes.
DAY Reading Words with Inflectional Endings

Read the directions and call students’ attention to number 1. Say: Let’s read number 1: The snowman is
5 smiling. Which word is the action word? (smiling) That’s right. The silent e was dropped from the verb smile,
and ing was added. Point to the picture that shows a snowman smiling. Now draw a line from the sentence to the
picture. Repeat the process for the remaining sentences.
Listen to this sentence: I smiled and waved. Write the words in the boxes.

Name __________________________________________________________
Week
Day 1
Write It 32
Most verbs are action words. When a verb ends in ing,

Focus it means that the action is happening now. When a verb
ends in ed, it means that the action already happened.
action + ing + ed
I play. I am playing now. I played last week.
Read the action word. Write it with each ending.

Then read the new words you wrote.
action word + ing + ed
1. look
2. fix
3. yell
4. star t
5. jump
Dictation
1. 2.
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Writing verbs with inflectional endings 191
Name __________________________________________________________
Week
Day 2
Write It 32
When a verb ends in silent e, you drop the e.

Focus
Then you add ing or ed.
action + ing + ed
I race. I am racing now. I raced last week.

1. bake
2. name
3. like
4. hope
5. wave
Dictation
1. 2.
192 Skill: Writing verbs with inflectional endings Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Name __________________________________________________________
Week
Day 3
Write It 32
When a verb has one short vowel sound and a

Focus
consonant at the end, you double the consonant.
Then you add ing or ed.
action + ing + ed
I mop. I am mopping now. I mopped last week.

1. sip
2. hug
3. nap
4. drop
5. drag
Dictation
1. 2.
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Writing verbs with inflectional endings 193
Name __________________________________________________________
Week
Day 4
Write It 32
Follow the rule to change the verb forms. Write the new words on the lines.
Add ing to show that the action is happening.

Add ed to show that the action already happened.
action + ing + ed
1. row
2. call
Drop the silent e. Then add ing or ed.
action + ing + ed
3. save
4. poke
Double the consonant. Then add ing or ed.
action + ing + ed
5. hop
6. jog
Dictation
.
194 Skill: Writing verbs with inflectional endings Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Name __________________________________________________________
Week
Day 5
Read It 32
Read the sentence. Then draw a line to the correct picture.
1 The snowman is smiling.
2 James played ball today.
3 My kit ten is napping.
4 Ben is rowing a boat.
5 I spilled my milk.
Dictation
.
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading verbs with inflectional endings 195
Answer Key
Week 1 Day 1 Day 2 Day 3 Day 4
Week Week Week Week
Day 1 Day 2 Day 3 Day 4
Listen for It 1 Listen for It 1 Listen for It 1 Review It 1

The letters b, f, and h are consonants. Each consonant The letters k, m, and p are consonants. Each consonant Focus The letters s, v, and j are consonants. Each consonant
Focus Focus Then fill in the circle next to the letter that has that sound.
has a different sound. Some words begin with b, f, or h. has a different sound. Some words begin with k, m, or p. has a different sound. Some words begin with s, v, or j.
1
f 2
k 3
m
b f h k m p s v j j f s
p b v
Say the sound of the letter. Then say the picture name. Say the picture name. Listen to the first letter-sound. Say the sound of the letter. Then say the picture name.
Fill in the circle if the picture begins with the same letter-sound. Then fill in the circle next to the letter that stands for that sound. Fill in the circle if the picture begins with the same letter-sound.
h k f
4 5 6
1 1 k 2 k 3 k 1
m s s
b p p p s f f h
m m m
4 k 5
k 6
k 2
7
b 8
k
9
f
2
f s p
f p p p v j h m
m m m
k k k v k h
8 10 11 12
7 9 3
3
h p p p j j s v
m m m m p b
Dictation Dictation Dictation Dictation
1. f ox 2. h en 3. b ag 1. m a n 2. p at 3. k it 1. j am 2. v an 3. s it 1. v est 2. j et 3. map
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Listening for initial consonants 5 6 Skill: Discriminating initial consonants Daily Phonics • EMC 2787 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Listening for initial consonants 7 8 Skill: Discriminating initial consonants Daily Phonics • EMC 2787 • © Evan-Moor Corp.
Day 5 Week 2 Day 1 Day 2 Day 3

Week Week Week Week
Write It 1 Listen for It 2 Listen for It 2 Listen for It 2
Letter Box
The letters c, d, and y are consonants. Each consonant The letters l, r, and n are consonants. Each consonant Focus The letters w, g, and t are consonants. Each consonant
Focus Focus
b f m h s j k p v has a different sound. Some words begin with c, d, or y. has a different sound. Some words begin with l, r, or n. has a different sound. Some words begin with w, g, or t.
Say the picture name. c d y l r n w g t


1 2 3 Say the sound of the letter. Then say the picture name. Say the sound of the letter. Then say the picture name.
Fill in the circle if the picture begins with the same letter-sound. Fill in the circle if the picture begins with the same letter-sound.
1
1
l 2
l 3
l 1
f ox h at p ig r r r
c w
4 5 6 n n n
2 4
l 5
l 6
l 2
b ox m op v an d r r r g
n n n
7 8 9
3 7
l 8
l 9
l 3
y r r r t
j ar s un k ing n n n
1. mop 2. s at 3. b ig 1. y es 2. c up 3. d ig 1. r ug 2. l ap 3. n od 1. t op 2. g et 3. w ag
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Writing initial consonants 9 © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Listening for initial consonants 11 12 Skill: Discriminating initial consonants Daily Phonics • EMC 2787 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Listening for initial consonants 13
Day 4 Day 5 Week 3 Day 1 Day 2

Week Week Week Week
Review It 2 Write It 2 Listen for It 3 Listen for It 3
Say the picture name. Listen to the first letter-sound. Letter Box
Then fill in the circle next to the letter that stands for that sound. Focus Some words end with the consonant g, l, or d. Focus Some words end with the consonant f, p, or n.
c d y l r n w g t
1
d 2
w 3
l
g y r Say the picture name. g l d f p n
c t n Say the sound of the letter. Then say the picture name. Say the picture name. Listen to the last letter-sound.
1 2 3
Fill in the circle if the picture ends with the same letter-sound. Then fill in the circle next to the letter that stands for that sound.
5 6
y n d
4
1 1
f 2
f 3
f
r r n
w g t
c up l amp w eb g p p p
4 5 6 n n n
8 9
w d
7
l 2 4
f 5
f 6
f
y g t
g um d og r at l p p p
c d l n n n
7 8 9
11 12
10
w g d 3 7
f 8
f 9
f
r t t
n est t op y arn
d p p p
n l l n n n
1. t ug 2. d ot 3. n ap 1. l ip 2. w ig 3. r ub 1. ra g 2. hi d 3. pa l 1. fu n 2. el f 3. ti p
14 Skill: Discriminating initial consonants Daily Phonics • EMC 2787 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Writing initial consonants 15 © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Listening for final consonants 17 18 Skill: Discriminating final consonants Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Day 3 Day 4 Day 5 Week 4 Day 1
Week Week Week Week
Listen for It 3 Review It 3 Write It 3 Listen for It 4
Say the picture name. Listen to the last letter-sound. Letter Box
Focus Some words end with the consonant b, m, or t. Then fill in the circle next to the letter that stands for that sound. Focus Consonants can begin or end a word.
n t g p b f l m d
1
p 2
t 3
f
b m t t m g
d m
Then write the letter that stands for the last letter-sound you hear. d og bed m a n ha m
Say the sound of the letter. Then say the picture name. m p l 1 2 3
Fill in the circle if the picture ends with the same letter-sound. Say the sound of the letter. Then say the picture name.
5 6 Fill in the circle to show if you hear the letter-sound first or last.
b d d
4
1
f t n gu m ba t el f
d m m
b
1 2 3
t p f
4 5 6
8 9
m d
7
2 m
4 d 5 m 6 d
g l f
m cu p ow l tu b
n g p
7 8 9
11 12
t m t
3 10
7 m 8 m 9 d
t f l n
b g p f la g fa n be d
1. sa t 2. ru b 3. ha m 1. l e t 2. bag 3. pan 1. den 2. hug 3. bad 1. d i g 2. ma p 3. bed

© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Listening for final consonants 19 20 Skill: Discriminating final consonants Daily Phonics • EMC 2787 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Writing final consonants 21 © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating initial and final consonants 23

Week Week Week Week
Listen for It 4 Listen for It 4 Write It 4 Write It 4
Letter Box Letter Box

Focus Consonants can begin or end a word. Focus Consonants can begin or end a word.
d m t l p s d m t l p s
t tub ca t
l l og ow l p s Say the picture name. Listen to the letter-sounds.
p ig cu p s it bu s
1 2 3 4 1 2 3 4
Say the sound of the letter. Then say the picture name. Say the sound of the letter. Then say the picture name.
Fill in the circle to show if you hear the letter-sound first or last. Fill in the circle to show if you hear the letter-sound first or last.
l t l s p s
1 2 3 1 2 3
s un ba t mo p d og cu p d ig m oon ow l
5 6 7 8 5 6 7 8
4 t 5 l 6 t 4 p 5 p 6 s
t ub be d l eg ha m ne t s ix p an ca t
9 10 11 12 9 10 11 12
7 l 8 t 9 l 7 s 8 p 9 p
bu s ma p s it l og m an bi r d na i l cla m
1. top 2. l i p 3. hat 1. sad 2. p i n 3. sun 1. me t 2. p i n 3. bat 1. pan 2. s i t 3. d i p

24 Skill: Discriminating initial and final consonants Daily Phonics • EMC 2787 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating initial and final consonants 25 26 Skill: Writing initial and final consonants Daily Phonics • EMC 2787 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Writing initial and final consonants 27

Week Week Week Week
Day 1 Day 2 Listen for It Day 3 Day 4
Listen for It 5 Listen for It 5 5 Write It 5
Letter Box
Focus Consonants can begin or end a word. Focus Consonants can begin or end a word. Focus Consonants can begin or end a word.
g b n k f r
g b n k f r Say the picture name. Listen to the letter-sounds.

gum rug b ox tu b n et va n k ing boo k f ox elf r ing ca r
1 2 3 4
Say the sound of the letter. Then say the picture name. Say the sound of the letter. Then say the picture name. Say the sound of the letter. Then say the picture name.
Fill in the circle to show if you hear the letter-sound first or last. Fill in the circle to show if you hear the letter-sound first or last. Fill in the circle to show if you hear the letter-sound first or last.
g b g k n n r f r
do g va n f ox te n
1 2 3 1 2 3 1 2 3
5 6 7 8
4 b 5 g 6 b 4 k 5 n 6 k 4 f 5 r 6 f
b ed k ey ca r n et
9 10 11 12
7 g 8 b 9 g 7 k 8 k 9 n 7 f 8 f 9 r
lo g b us boo k g um
1. get 2. bus 3. bag 1. nap 2. k i t 3. nod 1. fan 2. rat 3. run 1. f i t 2. not 3. f i n

© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating initial and final consonants 29 30 Skill: Discriminating initial and final consonants Daily Phonics • EMC 2787 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating initial and final consonants 31 32 Skill: Writing initial and final consonants Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Week Week Week Week
Day 5 Day 1 Day 2 Listen for It Day 3
Write It 5 Listen for It 6 Listen for It 6 6
Letter Box
Focus The letter a is a vowel. It can have the /ă/ sound you The letter i is a vowel. It can have the / ˘/ sound you Focus Each vowel has its own short sound.
Focus
g b n k f r hear in hat. This is called the short a sound. hear in sit. This is called the short i sound.
short a short i
short a hat short i sit hat sit
1 2 3 4
Say the picture name. Say the picture name. Say the picture name. Listen for the short vowel sound.
Fill in the circle next to yes if you hear the sound of short a. Fill in the circle next to yes if you hear the sound of short i. Then fill in the circle next to the letter that stands for that sound.
Fill in the circle next to no if you do not hear the sound of short a. Fill in the circle next to no if you do not hear the sound of short i.
1 2 3
pi n r at b ox b ag 1 2 3 1 2 3 a a a
5 6 7 8
i i i
4 5 6
yes no yes no yes no yes no yes no yes no a a a
ca n ru g f an r un 4 5 6 4 5 6 i i i
9 10 11 12
7 8 9
a a a
i i i
tu b k is s le g f ive yes no yes no yes no yes no yes no yes no
1. bug 2. r i p 3. gas 1. c a t 2. w a g 3. m a d 1. s i t 2. p i g 3. l i p 1. f a t 2. p i n 3. h i t
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Writing initial and final consonants 33 © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Listening for short a 35 36 Skill: Listening for short i Daily Phonics • EMC 2787 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating medial vowels 37

Week Week Week Week
Write It 6 Read It 6 7 Listen for It 7
Letter Box Look at the picture. Write the missing word.

Focus The letter e is a vowel. It can have the /ĕ/ sound you The letter o is a vowel. It can have the /ŏ/ sound you
Then read the sentence. Focus
a i hear in ten. This is called the short e sound. hear in fox. This is called the short o sound.
1
Say the picture name. cat man short e ten short o fox
1 2 3
I see a cat . Say the picture name. Say the picture name.
Fill in the circle next to yes if you hear the sound of short e. Fill in the circle next to yes if you hear the sound of short o.
Fill in the circle next to no if you do not hear the sound of short e. Fill in the circle next to no if you do not hear the sound of short o.
2
p a n b i b f a n
1 2 3 1 2 3
rat pig
4 5 6
I see a pig .
yes no yes no yes no yes no yes no yes no
m a n p i n d i g 4 5 6 4 5 6
3
7 8 9
hat pin
I see a hat . yes no yes no yes no

s i x c a t m a d yes no yes no yes no
1. c a b 2. r a g 3. b i g 1.
p a n 2.
p a t 3.
p i n 1. t en 2. ge t 3. f ed 1. po t 2. hop 3. no t
38 Skill: Writing medial vowels Daily Phonics • EMC 2787 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading CVC words 39 © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Listening for short e 41 42 Skill: Listening for short o Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Week Week Week Week
Listen for It Day 3 Day 4 Day 5 Day 1
7 Write It 7 Read It 7 Listen for It 8
Letter Box Look at the picture. Write the missing word.

The letter u is a vowel. It can have the /ŭ/ sound you
Focus Then read the sentence. Focus A vowel between two consonants has a short sound.
hear in bug. This is called the short u sound. e o u
1
short u bug Say the picture name. sun web

c– a – n h – e – n s–i–t p–o–t c– u – p
1 2 3
I see a web . ca n hen sit p ot cu p
Fill in the circle next to yes if you hear the sound of short u.
Fill in the circle next to no if you do not hear the sound of short u.
h e n p o t m o p
1 2 3 2
dog hen 1 2 3
4 5 6
cup web pen

I see a dog . wig
yes no yes no yes no cap pot
b o x b u s l o g
4 5 6
3
7 8 9 4 5 6
bug log
top pig tag
tub pan ten
yes no yes no yes no w e b j e t b u g I see a bug .
1. r ub 2. nu t 3. f un 1. f o x 2. w e t 3. s un 1. box 2. t ub 3. fan 1. t ag 2. pen 3. t op

© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Listening for short u 43 44 Skill: Writing medial vowels Daily Phonics • EMC 2787 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading CVC words 45 © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating CVC words 47

Week Week Week Week
Day 2 Write It Day 3 Day 4 Day 5
Listen for It 8 8 Read It 8 Read It 8
Letter Box Read the sentence. Fill in the circle beside the missing word. Look at the picture. Write the missing word.
Words that have a short vowel sound between two
Focus
consonants are called CVC words. a e i o u Then write the word on the line. Then read the sentence.

Then write the letter that stands for the vowel sound you hear.
1 A hen sat. ten hen dog web
hat ten dig log sub
1 2 3
The dog is big.
Say the picture name. Read the words.
Then fill in the circle next to the word that names the picture. 2 I can cut it. sit cut
b u s r a t j e t
2
1 2 3
tub map jut pot cat
tab mop jet
4 5 6 3 It is a dog . dog hog
The cat is fat.
4 5 6
bat pig fix m o p b i b f a n 4 It is a hat . fat hat
bet peg fox 3
7 8 9
bug bat
7 8 9
bad cup dog 5 The cat can dig . dig run
bug
The is red.
bed cap dig s i t b e d f o x
1. pot 2. web 3. s i t 1. t an 2. s i p 3. ten b i g ha t He can r un.

48 Skill: Discriminating CVC words Daily Phonics • EMC 2787 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating medial vowels 49 50 Skill: Reading CVC words Daily Phonics • EMC 2787 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading CVC words 51

Week Week Week Week
Listen for It 9 Write It 9 9 Write It 9

Each vowel has a long sound. The long sound says Each vowel has a long sound. The long sound says
Focus Focus
the vowel’s name. a i the vowel’s name. e o u
long a long i long e long o long u
Say the picture name. Say the picture name.
ca ke b i ke Then write the letter that stands for the long vowel sound you hear. he bone mule Then write the letter that stands for the long vowel sound you hear.
1 2 3 1 2 3
Say the picture name. Listen to the vowel sound. Say the picture name. Listen to the vowel sound.
Then fill in the circle next to the letter that stands for that sound. Then fill in the circle next to the letter that stands for that sound.
1 2 3 1 2 3
k i te c a ke n i ne e e e w e m u le b o ne
a a a
o o o
i i i 4 5 6 4 5 6
u u u
4 5 6
g a te t a pe b i ke 4 5 6 n o se h e r o pe
a a a 7 8 9
e e e 7 8 9
i i i o o o
u u u
r a ke d i me c a ge t u be c o ne m e
1. l a k e 2. t i me 3. l i f e 1. page 2. l i k e 3. r i de 1. r obe 2. c ube 3. w e 1. no t e 2. c u t e 3. be

© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating medial vowels 53 54 Skill: Writing medial vowels Daily Phonics • EMC 2787 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating medial vowels 55 56 Skill: Writing CVC words Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Week Week Week Week
Day 5 Day 1 Day 2 Write It Day 3
Read It 9 Listen for It 10 Write It 10 10
Write the missing words. Then read the sentence. Letter Box Word Box
When an e is added to a CVC word, it makes the vowel
Focus
1
sound long. The e has no sound, but it changes the a e i o u note robe cane
vowel sound in the middle of the word.
bike me rake tire mule
Say the picture name. Write the letter that stands for the long vowel sound.
Write an e at the end of the word. Then read the word.
See me on the bike . man + e = mane Say the picture name. Then write the word on the lines.
1 2 3
1 2
2
He bone Write an e to make the vowel sound long. Then read the word.
Fill in the circle under the picture that matches the new word you made.
He has a big bone . 1 2 c a k e f i v e r o p e c a n e n o t e

4 5 6
3 4
3
cake like tu b e ca n e
We like to make cake . b o n e t u b e h o s e t i r e r o b e

3 4
7 8 9 5 6
4
gate mule
rob e cap e
See the mule at the gate . r a k e k i t e w a v e m u l e r a k e
Tape the note. 1. no t 2. no te 1. rob 2. robe 1. can 2. cane 3. t ub 4. t ube

© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading CVC words 57 © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading long vowel words 59 60 Skill: Discriminating long vowels Daily Phonics • EMC 2787 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Writing long vowel words 61

Week Week Week Week
Read It 10 Read It 10 Listen for It 11 Listen for It 11
Read the sentence. Fill in the circle beside the missing word. Look at the picture. Write the missing word.
Then write the word on the line. Then read the sentence. Focus A syllable is a word part that has one vowel sound. Focus A syllable is a word part that has one vowel sound.
1
1 2 1 2 3
1 I see a cub . cub cube bus base syllable syllables syllable syllables syllables
We will ride on a bus .

2 It is a kite . kit kite we b wagon cu p napki n animal s
2
Say the picture name. How many vowel sounds do you hear? Say the picture name. How many syllables do you hear?
Fill in the circle next to the correct number. Fill in the circle next to the correct number.
wet wave
3 The rat hid. rat rate 1 2 3 1 2 3
1 1 1
We will ride on a wave . 1 1 1
2 2 2
2 2 2
4 It is a note . not note hippo bone ba by su n 3 hippo 3 oc topu s 3
3
4
pan plane 5 6 4 5 6
1 1 1 1 1 1
5 He is cute . cut cute
2 2 2 2 2 2
We will ride on a plane .
hen mon key cac tu s pi l low 3 clow n 3 ze bra 3
1. p i n 2. p i ne 3. l i p 4. l i ke The hose i s we t . 1. pan 1 2. r obo t 2 1. ho t 1 2. r abb i t 2

62 Skill: Reading short and long vowel words Daily Phonics • EMC 2787 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading short and long vowel words 63 © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating syllables 65 66 Skill: Discriminating syllables Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Week Week Week Week
Write It Day 3 Day 4 Day 5 Day 1
11 Read It 11 Read It 11 Listen for It 12
Word Box Read the words in the gray box.

Some words have two of the same consonants in the Fill in the circle next to the word with 1 syllable.
happy sunset nose tablet Focus middle. You can divide these words into two syllables
Focus The letter y can have the long i or the long e sound.
Then write the word on the line and read the completed sentence.
between the consonants.
bike bus hilltop vase
Read the word.
f u n ny ye l l ow 1 He ate the cake . cake pancake fly baby
Count the number of vowel sounds you hear.
Then write the word under 1 syllable or 2 syllables. Say the word. What sound does the y have?
Say the picture name. Read the word. Fill in the circle next to long i or long e.
Then draw a line to divide the syllables.
1 2 2 He sat in the sand . sandbox sand 1 2 3
1 2 3
syllable syllables
vase happy 3 It is hot in the sun . sunset sun long e long e long e
hap py su n ny ha m m e r cr y pu ppy happy

nose sunset
bun
4 5 6
4 5 6 4 I like jam on a . bun bunny
bus hilltop long i long i long i
bike tablet 5 The rose is red. rose rosebud
fry bu n ny sky
pillow rabbit mi tte n
1. an t 1 2. napk i n 2 1. sunny 2. bu t t on 3. he l l o a funny puppy 2 1. c ry 2. my 3. baby

© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating syllables 67 68 Skill: Dividing syllables Daily Phonics • EMC 2787 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading one- and two-syllable words 69 © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating the sounds of y 71

Week Week Week Week
Day 2 Listen for It Day 3 Day 4 Day 5
Listen for It 12 12 Read It 12 Read It 12
Read the words. Then draw a line to the correct picture. Look at the picture. Write the missing words.
The letter y has the long i sound in words with 1 syllable. The letter y has the long i sound in words with 1 syllable.
Focus Focus Then read the sentence.
It has the long e sound in words with 2 syllables. It has the long e sound in words with 2 syllables.
1
y = long i y = long e y = long i y = long e 1 my monkey
fly my
fly baby spy lady
1 syllable 2 syllables 1 syllable 2 syllables I can fly my kite.
2 cry baby
Say the word. How many syllables do you hear? Say the word. How many syllables do you hear?
Which vowel sound do you hear. Fill in the circles. Which vowel sound do you hear. Fill in the circles.
2
1
s yl l a b l e s s ou nd
2
s yl l a b l e s sou nd
1
s yl l a b l e s sou nd
2
s yl l a b l e s s ou nd
3 shy lady bunny fuzzy
1 i 1 i 1 i 1 i
2 e 2 e 2 e 2 e
My bunny is fuzzy .
su nny fry happy pu ppy
4 sunny sky
s yl l a b l e s s ou nd s yl l a b l e s sou nd s yl l a b l e s sou nd s yl l a b l e s s ou nd
3 4 3 4 3
1 i 1 i 1 i 1 i cr y baby
2 e 2 e 2 e 2 e 5 my puppy
cr y pony fly bu n ny The baby will cry .
1. sunny 2. f ry 3. pony I spy a bunny. My p u pp y is s hy . T he sky is sunny .

72 Skill: Discriminating the sounds of y Daily Phonics • EMC 2787 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating the sounds of y 73 74 Skill: Reading words that end in y Daily Phonics • EMC 2787 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading words that end in y 75

Week Week Week Week

Two consonants sounds said together are called Two consonants sounds said together are called
Focus Focus
a consonant blend. sn st sw a consonant blend. sk sm sp
sn st sw Say the picture name. Listen to the letter-sounds. sk sm sp Say the picture name. Listen to the letter-sounds.
Then write the blend to spell the word. Then write the blend to spell the word.
1 2 3 1 2 3
Say the sound of the blend. Then say each picture name. Say the sound of the blend. Then say each picture name.
Fill in the circle if the picture begins with that blend. Fill in the circle if the picture begins with that blend.
1 1
s n- s t amp s w ing s n ail s k- s p oon s m ell s k u nk

4 5 6 4 5 6
2 2
s t- sm-
s w eep s t ar s n ow s p y s k ate s p id e r
7 8 9 7 8 9
3 3
s w- sp-
s t op s n a ke s w im s k irt s m oke s k y
1. s t ep 2. s w im 3. s n ap 1. sn ip 2. swa t 3. s t ep 1. s k i n 2. s p o t 3. s mo k e 1. sp in 2. sk ip 3. sm i l e
© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating initial consonant blends 77 78 Skill: Writing initial consonant blends Daily Phonics • EMC 2787 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating initial consonant blends 79 80 Skill: Writing initial consonant blends Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Week Week Week Week
Look at the picture. Write the missing words. Letter Box

Two consonant sounds said together are called Two consonant sounds said together are called
Then read the sentence. Focus Focus
a consonant blend. fl cl sl a consonant blend.
1
spin snail fl cl sl Say the picture name. Listen to the letter-sounds. pl bl gl

Can a snail spin ? Say the sound of the blend. Then say each picture name.
1 2 3
Fill in the circle if the picture name begins with that blend. Fill in the circle if the picture name begins with that blend.
1 1
2
f l- c l ap f l y s l id e pl-
smell skunk
4 5 6
I smell the skunk . 2 2
cl- bl-
3
s l ed s l eep f l owe r
swim step 7 8 9
3 3
I will step in and s l- g l-

swim . c l ou d f l ag c l ock
A star is in the sky. 1. f l ag 2. s l ap 3. c l am 1. c l i p 2. f l i p 3. s l i p 1. p l ane 2. g l obe 3. p l um

© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading words with initial consonant blends 81 © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating initial consonant blends 83 84 Skill: Writing initial consonant blends Daily Phonics • EMC 2787 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating initial consonant blends 85

Week Week Week Week
Write It 14 Read It 14 Listen for It 15 Write It 15
Letter Box Look at the picture. Write the missing words. Letter Box
Then read the sentence. Focus Two consonant sounds said together are called
pl bl gl a consonant blend. cr fr br
1
Say the picture name. Listen to the letter-sounds. flap flag cr crab
fr br Say the picture name. Listen to the letter-sounds.
1 2 3 The flag will flap . Say the sound of the blend. Then say each picture name.
1 2 3
2 1
g l ove p l a nt b l ow sled slide cr- b r ush c r ib f r og

4 5 6 4 5 6
My sled can slide . 2
f r-
p l ane b l ock g l ob e 3
f r u it b r a id c r ab
gloves clown black
7 8 9 7 8 9
3
The clown has black br-

gloves .
b l ack g l ue g l ass b r id e c r ayon f r ame
1. p l a t e 2. g l ad 3. b l o t The c l own has a p l an. 1. b r a t 2. c r ab 3. f r ame 1. f r y 2. c rop 3. bran

86 Skill: Writing initial consonant blends Daily Phonics • EMC 2787 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading words with initial consonant blends 87 © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating initial consonant blends 89 90 Skill: Writing initial consonant blends Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Name __________________________________________________________ Name __________________________________________________________ Name __________________________________________________________ Name __________________________________________________________
Week Week Week Week

Letter Box Look at the picture. Write the missing words.

Focus Then read the sentence. Focus Many words end with a consonant blend.
a consonant blend. tr g r d r
1
drum tr y
tr gr dr Say the picture name. Listen to the letter-sounds. st lt nk
1 2 3
Fred will try to play
Say the sound of the blend. Then say each picture name. Say the sound of the blend. Then say each picture name.
Fill in the circle if the picture begins with that blend. the drum . Fill in the circle if the picture ends with that blend.
1 1
2
tr- t r ain g r apes d r ip grass frog

-s t
4 5 6
The frog will jump in
2 2
the grass .
gr- - lt
g r ow d r ess t r ee 3
7 8 9
crab grapes
3 3
dr- The crab will not eat -n k

t r u ck d r um g r as s grapes .
1. t r i p 2. grape 3. drag 1. t rap 2. gr i p 3. drop a big green gr ape 1. ne s t 2. be l t 3. bank

© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating initial consonant blends 91 92 Skill: Writing initial consonant blends Daily Phonics • EMC 2787 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading words with initial consonant blends 93 © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating final consonant blends 95

Week Week Week Week

Write It 16 16 Write It 16 Read It 16
Letter Box Letter Box Look at the picture. Write the missing words.
Focus Many words end with a consonant blend. Then read the sentence.
s t lt n k lf nt mp
1
skunk tent
Say the picture name. Listen to the letter-sounds. lf nt mp Say the picture name. Listen to the letter-sounds.
The skunk went into
1 2 3 1 2 3
Fill in the circle if the picture ends with that blend. a tent .
1 2
be l t si n k che s t -lf wo l f la m p she l f shelf wolf
4 5 6 4 5 6
Hank lef t his wolf
on the shelf .
2
me l t ne s t bu n k -nt a n t e l f te n t 3
7 8 9 7 8 9
belt vest
3
- mp The belt and the

gho s t wi n k s ku n k pla n t ju m p s ta m p vest are in the trunk.
1. s unk 2. f as t 3. f e l t 1. e l f 2. t en t 3. l amp 1. r amp 2. ren t 3. se l f An e l f can j u m p .

96 Skill: Discriminating final consonant blends Daily Phonics • EMC 2787 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating final consonant blends 97 98 Skill: Writing final consonant blends Daily Phonics • EMC 2787 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading words with final consonant blends 99

Week Week Week Week

Day 1 Day 2 Write It Day 3 Day 4
Letter Box Letter Box Word Box

Focus Words can begin or end with a consonant blend.
br st cl lf tr sk pl st lt sp mp crab lamp stop
plane bank tent
s t op nest Say the picture name. Listen to the letter-sounds.
Then write the blend to complete the word.
1 2 1 2
Say the sound of the blend. Then say the picture name. 1 2
Fill in the circle to show if you hear the blend first or last.
1 cl 2 mp 3 tr
t r u ck c l ock s t ar p l ane s t o p t e n t
3 4 3 4
3 4
4 lt 5 st 6 br
ne s t s t op be l t s p oon c r a b b a n k
5 6 5 6 5 6
7 lf 8 sp 9 sk
e l f b r oom s ta m p s k ate p l a n e l a m p
1. me l t 2. p l an 3. t r i p 1. s t em 2. c l i p 3. t r i p 1. fe l t 2. r amp 3. b ump t r e e s t ump

© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating initial and final consonant blends 101 102 Skill: Discriminating initial and final consonant blends Daily Phonics • EMC 2787 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Writing initial and final consonant blends 103 104 Skill: Writing initial and final blends Daily Phonics • EMC 2787 • © Evan-Moor Corp.
2787_AK.indd 202 1/31/13 12:01 PM

Week Week Week Week
Read It 17 Listen for It 18 Listen for It 18 18
Read the sentence. Then draw a line to the correct picture. When two letters together have one sound, they are
Focus Sometimes two letters together have one sound. Focus Sometimes two letters together have one sound. Focus
called a digraph. Many words begin with the digraph
ch, th, wh, or sh.
1 Will Jim like the gif t?
sh th wh ch wh sh ch th wh sh
chip thin white she
2 A clown went to class. Say the sound of the two letters. Then say the picture name. Say the sound of the two letters. Then say each picture name.
Fill in the circle if the picture begins with that sound. Fill in the circle if the picture name begins with that sound. Say the picture name. Listen to the first sound.
1 1
3 The top can spin fast. 1 2 3
sh- ch- wh ch sh
th sh wh
4 Did he smell a skunk? 2 2 ch wh th
th - wh-
5 The spider spun a web. 4 5 6
3 3
wh ch th
th wh sh
6 A swan is in the lake. w h- sh-
ch sh wh
A snake is on the step. 1. sh i p 2. th i c k 3. wh e n 1. c h in 2. wh ite 3. s hop 1. wh e n 2. chop 3. th i n

© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading words with initial and final blends 105 © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating initial consonant digraphs 107 108 Skill: Discriminating initial consonant digraphs Daily Phonics • EMC 2787 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating initial consonant digraphs 109

Week Week Week Week
Write It 18 Read It 18 Listen for It 19 Listen for It 19
Letter Box
ch th wh sh Then read the sentence. Focus Many words end with the digraph sh, ch, or th. Focus Many words end with consonant digraphs.
1
whale ship
Then write the missing letters to spell the word. sh ch th sh ch th
1 2 3 I see a whale under
a ship . Say the sound of the two letters. Then say each picture name.
Fill in the circle if the picture name ends with that sound.
Say the letter-sounds. Then say each picture name.
Fill in the circle if the picture ends with that sound.
1 1
s h eep t h irty c h erry
2
cheese she
-s h -s h
4 5 6
Will she eat the
yellow cheese ? 2 2
c h air w h ale s h ell - ch - ch

3
7 8 9
sheep three
3 3
Did Chad see three -th -th

w h eel t h re e c h eese sheep ?
1. c h ip 2. wh y 3. short I see a wh i t e sheep. 1. wa s h 2. bench 3. mo t h 1. pa th 2. w i sh 3. w i th

110 Skill: Writing initial consonant digraphs Daily Phonics • EMC 2787 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading words with initial consonant digraphs 111 © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating final consonant digraphs 113 114 Skill: Discriminating final consonant digraphs Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Week Week Week Week
Letter Box Read the words. Then draw a line to the correct picture.
Focus Many words end with consonant digraphs. Focus When a vowel is followed by the letter r,
sh ch th it changes the sound of the vowel.
sh ch th Say the picture name. Listen to the sound at the end.

1 a bench to sit on ca r h or n
1 2 3
Say the picture name. Listen to the sound at the end. Say the picture name.
Then fill in the circle next to the letters that stand for that sound. 2 brush his teeth Then fill in the circle next to the letters that stand for the vowel + r sound you hear.
1 2 3 1 2 3
ch ch ch
a fish on a plate or or or
sh sh sh 3
th th th ben c h di s h too t h ar ar ar
4 5 6
4 5 6
4 take a bath 4 5 6
ch ch ch
or or or
sh sh sh
5 get a watch ar ar ar
th th th
bru s h ba t h in c h
1. ma t h 2. rush 3. mu c h 1. hush 2. ba th 3. r i ch Did s he wa s h the d i sh? 1. s t a r t 2. f or k 3. c orn

© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating final consonant digraphs 115 116 Skill: Writing final consonant digraphs Daily Phonics • EMC 2787 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading consonant digraphs 117 © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating r-controlled vowels 119

Week Week Week Week
Letter Box
Letter Box Look at the picture. Write the missing words.
Focus
The letters ur, er, and ir have the vowel + r sound ar or ur Then read the sentence.
ar or you hear in fur.
1
dinner for
Say the picture name. Listen to the vowel + r sound. purse l et te r bird Then write the letters to spell the word.
1 2 3 I am having fish for

1 2 3
Then underline the letters that have the /ur/ sound. dinner .
1 2 3
c o r n j a r p u r se
2
first corn
st a r c o r n y a r n
4 5 6
corn
4 5 6
I will eat the
di rt tu r tle moth e r first .
h o r n sh a r k f a r m 4 5 6 sc a r f h o r n t u r key
3
7 8 9 horn park
7 8 9
Honk the horn when

nu rs e shirt wate r
b u r n st o r e b a r n you park the car.
f o r ty st o r e c a r
1. f a rm 2. s t a r 3. torn 1. sh i r t 2. t u r n 3. b i r d 1. a rm 2. pur s e 3. por k 1. car horn 2. f i rst star

120 Skill: Discriminating r-controlled vowels Daily Phonics • EMC 2787 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating r-controlled vowels 121 122 Skill: Writing words with r-controlled vowels Daily Phonics • EMC 2787 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading words with r-controlled vowels 123

Week Week Week Week
Listen for It 21 Listen for It 21 21 Read It 21

Focus The letter c can have the /k/ sound you hear in cup. The letter c can have the /s/ sound you hear in ice. Focus The letter c has two sounds.
Focus
This is called the hard c sound. This is called the soft c sound.
hard c = /k/ soft c = /s/ 1 65 cents in a bank

cup ice cake city
Say the picture name. Say the picture name. Say the picture name. Listen to the sound of c.
Circle the word if you hear the hard c sound. Circle the word if you hear the soft c sound. Do you hear /k/ or /s/? Fill in the circle. 2 mice in a cage
Cross out the word if you do not hear the hard c sound. Cross out the word if you do not hear the soft c sound.
1 ca ndl e 2 ca r 3 ce nt
1 2 3 1 2 3
3 cold cone
ha rd c sof t c ha rd c sof t c ha rd c soft c
ca r c e nt ca ke ce nt coat cave
4 candles on a cake
4 5 6 4 5 6
4 ca m e l 5 ice 6 p e n ci l
5 big cit y
ice cor n comb cor n mice cit y ha rd c sof t c ha rd c sof t c ha rd c sof t c
1. ca r 2. cape 3. corn 1. cen t 2. m i c e 3. c i t y 1. cub 2. r i ce 3. co l d a cu te ca t

© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating the sound of hard c 125 126 Skill: Discriminating the sound of soft c Daily Phonics • EMC 2787 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating hard and soft c 127 128 Skill: Reading words with hard and soft c Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Week Week Week Week
Read It 21 Listen for It 22 Listen for It 22 22

Then read the sentence. Focus The letter g can have the /g/ sound you hear in gate. The letter g can have the /j/ sound you hear in gem. Focus The letter g has two sounds.
Focus
This is called the hard g sound. This is called the soft g sound.
1
hard g = /g/ soft g = /j/

race camel g ate gem g ate gem
The camel is in a race . Say the picture name. Say the picture name. Say the picture name. Listen to the sound of g.
Circle the word if you hear the hard g sound. Circle the word if you hear the soft g sound. Do you hear /g/ or /j/? Fill in the circle.
Cross out the word if you do not hear the hard g sound. Cross out the word if you do not hear the soft g sound.
2
1 cag e 2 goos e 3 giant
1 2 3 1 2 3
rice cup
I see rice in a cup . /g/ /j/ /g/ /j/ /g/ /j/

gum gem girl ca g e g oat g ia nt
4 5 6 4 5 6
3
celery carrots
4 ga rd e n 5 goat 6 gi r l
I picked celery and

carrots in the garden. g ia nt g if t g oat gum g ate pa g e /g/ /j/ /g/ /j/ /g/ /j/
I l i ke co l d i ce. 1. g um 2. ga te 3. ga s 1. cage 2. g em 3. huge 1. s t age 2. ga ve 3. page

© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading words with hard and soft c 129 © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating the sound of hard g 131 132 Skill: Discriminating the sound of hard g Daily Phonics • EMC 2787 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating hard g and soft g 133

Week Week Week Week
Read It 22 Read It 22 Listen for It 23 Listen for It 23
Read the words. Then draw a line to the correct picture. Look at the picture. Write the missing words.
Then read the sentence. Some words have two of the same consonants. Some words have double consonants.
Focus Focus
The consonants have one sound. These are called The consonants have one sound.
1 double consonants.
giant gold
1 play a game
ball dizzy
puf f glass
The giant kept his
2 huge giant gold in a box. Say the picture name. Listen to the last sound. Then write the missing letters to spell each word.
Then write ff or ss to spell each word.
1 2 3
2 2
1 3
goat garden ZZz
z
ZZ
a ring with a gem

zz
3
My goat is in
the garden . cl i f f d re s s o f f do l l bu z z we l l
4 a tiger in a cage
4 5 6
3 4 5 6
girl gem
5 put gas in the car The girl wore a big

red gem . ki s s g ra s s pre s s hi l l be l l ye l l
T he g i an t i s good. A g i r l shut the gate. 1. c uff 2. k i ss 3. off 1. f uzz 2. wa l l 3. f i zz

134 Skill: Reading words with hard g and soft g Daily Phonics • EMC 2787 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading words with hard g and soft g 135 © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Identifying double final consonants 137 138 Skill: Identifying double final consonants Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Week Week Week Week
Letter Box Word Box Write the missing words. Then read the sentence.
Focus
ff ss ll zz toss kiss fell 1 one sound. The vowel digraphs ai and ay have the
dizzy fell long a sound.
puf f buzz hill
Say the picture name. doll press bell
Jill fell down and felt pail jay
1 2 3 Say the picture name. Listen to the letter-sounds.
dizzy .
Then underline the letters that stand for the long a sound.
1 2 3 ZZz 2
z
ZZ
ball toss
gla s s mu f f in dre s s
zz 1 2 3
4 5
ZZz
6 kis s b ell b uzz Bill will toss the
z
ZZ
ball
zz
4 5 6 . cl ay ra i n snail
hi l l bu z z ye l l 3 4 5 6
7 8 9
p re s s d oll to s s glass muf fin
7 8 9
I want a muffin and

pre s s cl i f f gra s s a glass of milk. tra i n s pray ma i l
hill p uff fell
1. t e l l 2. s t uff 3. me s s 1. t a l l 2. l e s s 3. j azz My stuff i s a me s s ! 1. p l ay 2. cha i n 3. wa i t

© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating double final consonants 139 140 Skill: Writing words with double consonants Daily Phonics • EMC 2787 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Writing words with double consonants 141 © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading words with long a digraphs 143

Week Week Week Week
Write It 24 24 Read It 24 Read It 24
Word Box Write a letter on each line to make a new word. Read the words. Underline the letters that have the long a sound. Look at the picture. Write the missing words.
Then read the words you made. Then draw a line to the correct picture. Then read the sentence.
snail jay hay
1 2 3 1
clay paint rain snail way
pail h ay ra i n 1 little pail
Say the picture name. Write the word on the lines.
Then circle the letters that stand for the long a sound. The big snail led
1 2 3
2 wet rain the way .
2
3 sof t clay rain gray
t m sn s w pl m ch gr
s n a i l h a y p a i n t The rain fell from
t ail s ay m ain 4 red paint
the gray sky.
4 5 6
m ail w ay c h ain 5 blue jay 3
tail play
s n ail p l ay g r ain
6 lunch tray My dog likes to play
j a y r a i n c l a y
with his tail .
1. wa i s t 2. s tay 3. bra i n 1. way 2.

j a y 3. fa i l 1. g r ay c l ay 2. m ai n t r ai n We p l ay i n the ra i n.
144 Skill: Writing long a digraphs Daily Phonics • EMC 2787 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Writing words with long a digraphs 145 146 Skill: Reading words with long a digraphs Daily Phonics • EMC 2787 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading words with long a digraphs 147

Week Week Week Week
Day 1 Day 2 Write It Day 3 Day 4
Word Box Write a letter on each line to make a new word. Word Box
A vowel digraph is two vowels together that have Then read the words you made.
Focus
one sound. The vowel digraphs ee and ea have the teeth bee bean wheat keep meat sweet
long e sound. 1 2 3
peach feet sleep sleep teach feet read
tre e seal p e a ch
bee leaf Say the picture name. Write the word. Read each word. Then write the word under the correct letters.
Then circle the letters that have the long e sound.
Say the picture name. Read the word. 1 2 3

Then circle the letters that stand for the long e sound. ee ea
1 2 3
s b fr m r st b r t keep wheat
bee bean te eth sweet meat
s ee m eal b e a ch
p e a ch che e s e sleep 4 5 6 sleep teach
4 5 6 b ee r eal r e a ch
feet read
f r ee s t eal t e a ch
fe et sle e p p e a ch
te e t h seal fe e t
1. l eaf 2. b ea ch 3. peep 1. pee l 2. t ree 3. l eap 1. beach 2. f ree 3. m e a l peach tree

© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading words with long e digraphs 149 150 Skill: Reading words with long e digraphs Daily Phonics • EMC 2787 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Writing words with long e digraphs 151 152 Skill: Reading words with long a digraphs Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Week Week Week Week
Look at the picture. Write the missing words. Word Box Say the picture name. Read the word.
Then read the sentence. Then write a letter on each line to make a new word.
Focus The long i sound can be spelled ie or igh. high pie fight Read the words you made.
1
peach bee cries light tie 1 2 3
pie light
Say the picture name. Write the word. cr ied night pie
There is a bee on my Then circle the letters that have the long i sound.
peach . Then underline the letters that stand for the long i sound. 1 2 3
1 2 3
2
dream sleep
t dr fr s m br t d l
I went to sleep and had tie fig ht crie s
a dream . tie high night
4 5 6 t ied s ight t ie
4 5 6
3
beans sheep d r ied m ight d ie
Did the sheep eat the f r ied b r ight l ie

green beans ? thigh f ried right hig h pie lig ht
I w i l l eat a peach. 1. t i e 2. l i ght 3. d i e 1. t i ght 2. r i ght 3. t r i ed 1. c r i es 2. t i e 3. n i ght

© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading words with long a digraphs 153 © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading words with long i spellings 155 156 Skill: Reading words with long i spellings Daily Phonics • EMC 2787 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Writing words with long i spellings 157

Week Week Week Week
Write It 26 Read It 26 Listen for It 27 Write It 27
Word Box Look at the picture. Write the missing words. Word Box
Then read the sentence. A vowel digraph is two letters together that have
Focus
cries bright tried high one sound. The digraphs oe, ow, and oa can have boat snow toe
1 the long o sound.
thigh fried light lie hoe blow coat
pie might
hoe crow g oa t Say the picture name. Write the word.
Then circle the letters that have the long o sound.
I might eat apple pie .
Say the picture name. Read the word. 1 2 3
ie igh Then underline the letters that stand for the long o sound.
2
1 2 3
cries bright light bright
tried high blo w ho e co at

This light is bright .
toe toast s n ow
fried thigh 4 5 6
3 4 5 6
lie light tried fight
The man tried

to fight . soap bow b oat to e bo at snow
n i ght l i ght She cr i es at n i ght. 1. s h ow 2. soap 3. doe 1. s l ow 2. roas t 3. g r ow

158 Skill: Writing words with long i spellings Daily Phonics • EMC 2787 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading words with long i spellings 159 © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading words with long o digraphs 161 162 Skill: Reading words with long o digraphs Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Week Week Week Week

Say the picture name. Read the word. Word Box Write the missing words. Then read the sentence.
Then write a letter on each line to make a new word. Focus The letter pairs oi and oy both have the /oi / sound
Read the words you made. glow toe blow 1 you hear in coin.
snow coat
1 2 3 Joe crow road
toad doe coach coi n b oy
goat s now to e The snow fell on
Read each word. Then write the word under the correct letters. my coat . Say the picture name. Read the word.
Then underline the letters that stand for the vowel sound you hear in coin.
2
oe ow oa boat Joe 1 2 3
c b f l r s h bl d h J toe glow road Joe likes to row

his boat . t oy s oi l joy
c oat r ow d o e Joe blow toad
doe crow coach
3
bowl roast
b oat s h ow h o e 4 5 6
f l oat b l ow J o e Put the roast in

that bowl . b oi l poi nt oi l
1. t oad 2. f l ow 3. l oad s now on my t oe A doe i s i n the s n o w. 1. fo i l 2. soy 3. j o i n

© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Writing words with long o digraphs 163 164 Skill: Reading words with long o digraphs Daily Phonics • EMC 2787 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading long o digraphs 165 © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Identifying diphthongs 167

Week Week Week Week

Word Box Say the picture name. Read the word. Word Box Look at the picture. Write the missing words.
Then write a letter on each line to make a new word. Then read the sentence.
coin point boy Read the words you made. cowboy point enjoy
1
toy boil soil 1 2 coil joy boil coin boy
toy coin noise
Say the picture name. Listen to the letter-sounds. oi l boy
Then write the word on the line. Circle the letters that have the /oi/ sound. The boy put a
1 2 3
coin into the bank.
oi oy 2
Roy toys
f b s p br s t j R point cowboy
boy p oint coin Roy
likes to play
f oi l s oy coil enjoy with his toys .
4 5 6
b oi l t oy boil joy 3

oil cowboy
s p oi l j oy coin toy

The cowboy put
boil toy soil b r oi l R oy noise
oil into the pan.
1. mo i s t 2. j oy 3. co i l 1. spo i l 2. co i n 3. boys 1. no i se 2. toy 3. po i nt Roy ha s a co i n .

168 Skill: Identifying diphthongs Daily Phonics • EMC 2787 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Writing words with diphthongs 169 170 Skill: Reading words with diphthongs Daily Phonics • EMC 2787 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading words with diphthongs 171

Week Week Week Week

Day 1 Write It Day 2 Write It Day 3 Day 4
Listen for It 29 29 29 Write It 29
Word Box Write a letter on each line to make a new word. Word Box
Focus The letter pairs ow and ou sometimes have the vowel Then read the words you made.
sound you hear in cow. crown cloud scout house brown round cow
1 2 3
mouse house owl crowd mouth down mouse
cow m ou s e cow crow n rou nd
Say the picture name. Listen to the letter-sounds. Read each word. Then write the word under the correct letters.
Say the picture name. Read the word. Circle the letters that stand for the vowel sound you hear in cow.
Then underline the letters that stand for the vowel sound you hear in cow.
1 2 3 ou ow
1 2 3
n w h pl t d br cl f p h gr house brown

o wl sco ut ho u se
m ou th h ou s e clow n n ow t ow n f ou nd round cow
4 5 6
4 5 6 w ow d ow n p ou nd mouth crowd

h ow b r ow n h ou nd
mouse down
p l ow c l ow n g r ou nd
ow l clou d crow n mouse cro w n clo u d
1. h ow 2. round 3. b r ow 1. shout 2. d own 3. g own 1. pound 2. n ow 3. br own 1. c r own 2. proud 3. l oud

© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Identifying diphthongs 173 174 Skill: Writing words with diphthongs Daily Phonics • EMC 2787 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Writing words with diphthongs 175 176 Skill: Reading words with diphthongs Daily Phonics • EMC 2787 • © Evan-Moor Corp.
2787_AK.indd 207 1/31/13 12:37 PM

Week Week Week Week
Look at the picture. Write the missing words. Word Box Say the picture name. Read the word.
Then read the sentence. Focus The vowel pair oo can have the sound you hear in moon. Then write a letter on each line to make a new word.
It can also have the sound you hear in book. book tools broom Read the words you made.
1
brown mouse moon hook tooth 1 2 3
m oo n b oo k
book moon broom
Do you see a brown Say the picture name. Then write the word on the line.
mouse ? Say the picture name. Listen to the vowel sound.

Then name each picture in the row.
1 2 3
Fill in the circle if it has the same sound as the first picture.
2
owl down 1
l t sh s n sp r z bl
The big owl looked hook tools broom
down . 2 l ook s oon r oom
4 5 6
boo
3
now house t ook n oon z oom
3
I will go into the house s h ook s p oon b l oom

now . moon book tooth
I see a b r own mo u s e . 1. foot 2. s p oo n 3. hook 1. boot 2. wood 3. poo l Look a t the mo o n .

© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading words with diphthongs 177 © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Discriminating the sounds of oo 179 180 Skill: Writing words with oo Daily Phonics • EMC 2787 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Writing words with oo 181

Week Week Week Week
Read It 30 Read It 30 Read It 31 Write It 31
Read the words. Then draw a line to the correct picture. Look at the picture. Write the missing words. Then read the sentence.
An es at the end of a word shows there is more than one.
Focus Add an s to the end of a word to show more than one. Focus
1 Add es to words that end in ch, ss, or x.
cook spoon
1 moon in the sky
dog + s = dogs
She can cook with a inches glasses axes
2 cool pool spoon . Look at the picture. Read the word aloud.
Then fill in the circle next to the correct word. Look at the picture. Read the word.
Then write the word that goes with the picture.
2
Read the new word.
foot moose 1 2 3
3 one tooth 1 2 3
The moose has a balloon

4 new boots on his foot .
cat cats web webs bike bikes
3 fox e s kis s e s peach e s
look tooth 4 5 6
5 big goose 4 5 6
Will you look at my

6 good book tooth ?
cake cakes hen hens net nets b e nch e s box e s dre s s e s
foot i n the poo l The goose has a book. 1. net s 2. p i gs 1. box es 2. g l a s s es

182 Skill: Reading words with diphthongs Daily Phonics • EMC 2787 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading words with diphthongs 183 © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Identifying plural words 185 186 Skill: Writing plural words Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Week Week Week Week
Read It Day 3 Day 4 Day 5 Day 1
31 Write It 31 Read It 31 Write It 32
Show more than one. Look at the picture. Write the missing words.
Write the new word on the line. Most verbs are action words. When a verb ends in ing,
Focus When a word ends with y, change the y to i and add es. Then read the sentence.
Focus it means that the action is happening now. When a verb
1 ends in ed, it means that the action already happened.
i add add change the y to i hats ladies
f ly + es = flies s es and add es action + ing + ed
I play. I am playing now. I played last week.
The ladies look good
Look at the picture. Read the word. Then add ies to make a word that shows
more than one. Read the new word. web webs box boxes pony ponies in hats . Read the action word. Write it with each ending.
1 2 3
2 action word + ing + ed
cup cups kiss kisses baby babies babies kisses
baby pony bu nny 1. look looking looked

pig pigs inch inches penny pennies The babies like kisses .
ba b i e s pon i e s bu n n i e s 2. fix fixing fixed
4 5 6
game games bench benches bunny bunnies 3
boxes benches 3. yell yelling yelled
4. star t starting started
l ady pe nny s py bone bones dress dresses puppy puppies The boxes are not on
the benches . jump jumping jumped
lad i e s penn i e s sp i e s
5.
1. pon i es 2. l ad i es Bab i es l i ke g ame s . I see foxes and f l i es. 1. mi xed 2. cook i ng

© Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Writing plural words 187 188 Skill: Writing plural words Daily Phonics • EMC 2787 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading plural words 189 © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Writing verbs with inflectional endings 191

Week Week Week Week
Write It 32 Write It 32 Write It 32 Read It 32
Follow the rule to change the verb forms. Write the new words on the lines. Read the sentence. Then draw a line to the correct picture.
When a verb ends in silent e, you drop the e. When a verb has one short vowel sound and a
Focus Focus
Then you add ing or ed. consonant at the end, you double the consonant.
Then you add ing or ed. Add ing to show that the action is happening.
Add ed to show that the action already happened.
action + ing + ed
action + ing + ed
1 The snowman is smiling.
action + ing + ed
I race.. I am racing
rac now. I raced
rac last week.
I mop.. I am mopping
mop now. I mopped
mop last week.
1. row rowing rowed
Then read the new words you wrote. Read the action word. Write it with each ending. 2. call calling called 2 James played ball today.
action word + ing + ed Drop the silent e. Then add ing or ed.
action + ing + ed 3 My kitten is napping.
1. bake baking baked save saving saved
1. sip sipping sipped 3.
2. name naming named 4. poke poking poked

2. hug hugging hugged 4 Ben is rowing a boat.
3. like liking liked Double the consonant. Then add ing or ed.
3. nap napping napped action + ing + ed
4. hope hoping hoped hop hopping hopped
4. drop dropping dropped 5. 5 I spilled my milk.
5. wave waving waved 6. jog jogging jogged
5. drag dragging dragged
1. r ak i ng 2. r aked 1. f l apped 2. f l app i ng He s t o p p e d l o o k i n g . I sm i l ed and wa v ed.

192 Skill: Writing verbs with inflectional endings Daily Phonics • EMC 2787 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Writing verbs with inflectional endings 193 194 Skill: Writing verbs with inflectional endings Daily Phonics • EMC 2787 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 2787 • Daily Phonics Skill: Reading verbs with inflectional endings 195
About Evan-Moor Educational Publishers

Since 1979, Evan-Moor Educational Publishers has provided teachers and educators with practical, creative, and engaging PreK–8
educational materials to support and enrich the curriculum.
Evan-Moor has built a reputation for creating quality resources that help students develop basic and complex skills in reading, writing,
math, science, social studies, and the arts.
Today, Evan-Moor continues to develop innovative educational materials such as e-books, TeacherFileBox.com, interactive
applications, and award-winning titles that support the diverse needs of today’s classrooms.
Daily Practice Books
Perfect Supplements to Your Core Curriculum!
Research-
• Practice for every day of the school year
Proven
Spaced practice contributes
• Help students prepare for standardized testing to retention of skills.
• Correlated to state and Common Core State Standards
Daily 6-Trait Writing Daily Language Review Daily Paragraph Editing Daily Academic Vocabulary
160 reproducible pages. 128 reproducible pages. 176 reproducible pages. 160 reproducible pages.
Grades 1–8 Grades 1–8 Grades 2–8 Grades 1–6+
Daily Phonics Daily Reading Comprehension Daily Science Daily Geography Practice
Grades 1–6+ Grades 1–8 Grades 1–6+ Grades 1–6+
Daily Math Practice Daily Word Problems: Math Daily Handwriting Practice Building Spelling Skills
Grades 1–6+ Grades 1–6+ All Grades Grades 1–6+
ISBN 978-1-60963-441-4
23472 02787
ISBN0 9781609635107 0 9 781609 634414
EMC 2787e

Phonics 1 PDF

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Grade 1 Correlated to State and

Common Core State Standards

1 phonics instruction and

Benefit from the same targeted skills practice

of each student’s skill acquisition.

Grade 1 EMC 6781 Grade 3 EMC 6783

Writing: Joy Evans EMC 2787

Using This E-book

• engage students by projecting this e-book onto an interactive whiteboard

How to Use This Book . . . . . . . . . . . 3 Week 18 . . . . . . . . . . . . . . . . . . . . . . 106

Week 1 . . . . . . . . . . . . . . . . . . . . . . . 4 Week 19 . . . . . . . . . . . . . . . . . . . . . . 112

Week 2 . . . . . . . . . . . . . . . . . . . . . . . 10 Week 20 . . . . . . . . . . . . . . . . . . . . . . 118

Week 3 . . . . . . . . . . . . . . . . . . . . . . . 16 Week 21 . . . . . . . . . . . . . . . . . . . . . . 124

Week 4 . . . . . . . . . . . . . . . . . . . . . . . 22 Week 22 . . . . . . . . . . . . . . . . . . . . . . 130

Week 5 . . . . . . . . . . . . . . . . . . . . . . . 28 Week 23 . . . . . . . . . . . . . . . . . . . . . . 136

Week 6 . . . . . . . . . . . . . . . . . . . . . . . 34 Week 24 . . . . . . . . . . . . . . . . . . . . . . 142

Week 7 . . . . . . . . . . . . . . . . . . . . . . . 40 Week 25 . . . . . . . . . . . . . . . . . . . . . . 148

Week 8 . . . . . . . . . . . . . . . . . . . . . . . 46 Week 26 . . . . . . . . . . . . . . . . . . . . . . 154

Week 9 . . . . . . . . . . . . . . . . . . . . . . . 52 Week 27 . . . . . . . . . . . . . . . . . . . . . . 160

Week 10 . . . . . . . . . . . . . . . . . . . . . . 58 Week 28 . . . . . . . . . . . . . . . . . . . . . . 166

Week 11 . . . . . . . . . . . . . . . . . . . . . 64 Week 29 . . . . . . . . . . . . . . . . . . . . . . 172

Week 12 . . . . . . . . . . . . . . . . . . . . . . 70 Week 30 . . . . . . . . . . . . . . . . . . . . . . 178

Week 13 . . . . . . . . . . . . . . . . . . . . . . 76 Week 31 . . . . . . . . . . . . . . . . . . . . . . 184

Week 14 . . . . . . . . . . . . . . . . . . . . . . 82 Week 32 . . . . . . . . . . . . . . . . . . . . . . 190

Week 15 . . . . . . . . . . . . . . . . . . . . . . 88 Answer Key . . . . . . . . . . . . . . . . . . . 196

Week 1: Initial Consonants: Week 17: Initial and Final Consonant

Week 6: Short Vowel Sounds: a, i Week 22: Hard g* and Soft g

Week 8: CVC Pattern Week 24: Long a Vowel Digraphs: ai, ay

Week 11: Syllabication Week 27: Long o Vowel Digraphs:

Week 16: Final Consonant Blends:

2 Daily Phonics • EMC 2787 • © Evan-Moor Corp.

DAY Listening for Short a

Writing Short a and Short i Words

DAY Reading Short a and Short i Words

34 Daily Phonics • EMC 2787 • © Evan-Moor Corp.

Working with English-Language Learners

© Evan-Moor Corp. • EMC 2787 • Daily Phonics 3

DAY Listening for Initial Consonants: b, f, h

DAY Listening for Initial Consonants: k, m, p

DAY Listening for Initial Consonants: s, v, j

DAY Reviewing Initial Consonants: b, f, h, k, m, p, s, v, j

DAY Writing Initial Consonants: b, f, h, k, m, p, s, v, j

4 Daily Phonics • EMC 2787 • © Evan-Moor Corp.

The letters b, f, and h are consonants. Each consonant

The letters k, m, and p are consonants. Each consonant

Focus The letters s, v, and j are consonants. Each consonant

Say the picture name. Listen to the first letter-sound.

Say the picture name.

DAY Listening for Initial Consonants: c, d, y

DAY Listening for Initial Consonants: l, r, n

DAY Listening for Initial Consonants: w, g, t

DAY Reviewing Initial Consonants: c, d, y, l, r, n, w, g, t

DAY Writing Initial Consonants: c, d, y, l, r, n, w, g, t

10 Daily Phonics • EMC 2787 • © Evan-Moor Corp.

The letters c, d, and y are consonants. Each consonant

The letters l, r, and n are consonants. Each consonant

Focus The letters w, g, and t are consonants. Each consonant

Say the picture name. Listen to the first letter-sound.

Say the picture name.

DAY Listening for Final Consonants: g, l, d

DAY Listening for Final Consonants: f, p, n

DAY Listening for Final Consonants: b, m, t

DAY Reviewing Final Consonants: g, l, d, f, p, n, b, m, t