Free Printable

Phonics Workbook

10 lessons that take your child from letter sounds to reading sentences and stories. Print it out and work through it together.

Pre-K through 1st Grade

·

How to Use This Workbook

  • Work together. Sit with your child and guide them through each activity.
  • Go in order. Start at Section 1. Each section builds on the one before it.
  • Keep sessions short. 10–15 minutes is ideal for young children. Spread each section across 2–4 sessions rather than doing it all at once.
  • Look for “Parent” notes. Every activity has a brief note explaining what you should do and say.
  • Move on when ready. When your child reads a section's story smoothly, they are ready for the next section.
  • Printing? The Answer Key at the back has everything you need for Writing Practice — no phone required.

Table of Contents

1Meet the LettersPre-K2Short A WordsPre-K / K3Short I WordsK4Short O and Short E WordsK5Short U and ReviewK6Sight WordsK / 1st7Blends and Digraphs1st8Long Vowels1st9More Sight Words and Fluency1st10Putting It All Together1st
1

Meet the Letters

Learn every letter and the sound it makes

Letter practice→Sound boxes→Word reading→Read aloud→Writing practice→Story time→Mastery check

Suggested pace: Pick 4–6 letters per session. Most children need 4–5 sessions to cover all 26 letters.

For Parents

Don't try all 26 letters at once — pick 4 to 6 letters per session and practice just those. Say the sound, not the letter name. For example, B makes the /b/ sound (a quick lip pop), not "bee." Keep consonant sounds short and clean — avoid adding "uh" at the end.

Read more: How to Teach Letter Sounds

If Your Child Struggles

  • •If your child says the letter name instead of the sound, say: "That's the letter's name — now tell me the sound it makes."
  • •If your child adds "uh" to a consonant (like "buh" for B), model a short clipped sound: just /b/, lips together and pop.
  • •If your child confuses b and d, point out: b has its belly in front, d has its belly in back.
1 of 7

Letter Practice

Parent: Point to the dark letter on the left — that's the model. Have your child trace the light gray letters with a pencil, saying the sound as they write. Then they write the letter on their own in the empty box. Start most letters at the top.

Circle start

Start near 2 o’clock, go up and around

c
c
c
o
o
o
a
a
a
d
d
d
g
g
g
q
q
q

Stick letters

Start at the top, pull straight down

l
l
l
i
i
i
t
t
t
f
f
f
j
j
j

Hump and bump

Start at the top, go down, then back up and over

r
r
r
n
n
n
m
m
m
h
h
h
b
b
b
p
p
p

Curves

Start at the top for s and u; start in the middle for e

s
s
s
u
u
u
e
e
e

Diagonals

Start at the top, angle down

v
v
v
w
w
w
k
k
k
x
x
x
y
y
y
z
z
z
2 of 7

Sound Boxes

Parent: Point to each box and have your child say the sound inside it. Then slide your finger across all the boxes while they blend the sounds into a word. If two letters share one box (like “sh”), they make one sound together.
a
t
at
u
p
up
i
n
in
o
n
on
a
m
am
3 of 7

Words to Read

Parent: Point to each letter. Say its sound, then the example words. If your child gets stuck, have them touch each letter and say its sound, then blend the sounds together. If a word takes longer than a few seconds, say it for them and come back to it later.

A a

/a/apple

B b

/b/ball

C c

/k/cat

D d

/d/dog

E e

/e/egg

F f

/f/fish

G g

/g/goat

H h

/h/hat

I i

/i/igloo

J j

/j/juice

K k

/k/kite

L l

/l/lion

M m

/m/moon

N n

/n/nest

O o

/o/orange

P p

/p/pig

Q q

/kw/queen

R r

/r/rain

S s

/s/sun

T t

/t/tree

U u

/u/umbrella

V v

/v/van

W w

/w/water

X x

/ks/x-ray

Y y

/y/yarn

Z z

/z/zebra
4 of 7

Read Aloud

Parent: Have your child read each sentence out loud while pointing to each word. If they read smoothly without stopping, they are building fluency. If they stumble on a word, help them sound it out, then have them re-read the whole sentence.
1.

A is for ant.

2.

B is for ball.

3.

C is for cat.

4.

D is for dog.

5.

S is for sun.

6.

M is for moon.

5 of 7

Writing Practice

For Parents — What to Say Out Loud

Say each sound. Your child writes the letter that makes that sound.

Say these sounds: /s/ /a/ /t/ /p/ /m/ /b/ /d/ /g/
Say these words: at am in up
Say this sentence: “I am Sam.”

Sounds

Parent says a sound. Child writes the letter that makes that sound in each box.

Words

Parent says a word. Child writes one letter on each line. The number of lines matches the number of letters.

1.
2.
3.
4.

Sentence

Parent says a sentence (once or twice). Child writes the whole sentence on the lines below.

6 of 7

Story Time

Parent: This short story uses only words from the sound boxes and writing practice in this section. Help your child read each word. Point to each one and let them sound it out. Celebrate every word they read — this is their first story!

I Am Sam

I am Sam.

Up, up, up! I am up!

Am I on? I am on!

Sam sat. Sam sat on it.

Up, Sam! Up, up, up!

I am Sam. I am up!

End of Section 1 of 10. When your child reads this story smoothly, move on to the next section.

7 of 7

Mastery Check

Parent: Use this quick check to see if your child is ready for the next section. If they can do all three parts without help, move on. If they struggle with two or more items, repeat this section's activities before continuing.
Section 1 Checkpoint

1. Read these words aloud:

atupinonam

2. Read these sentences aloud:

I am up.

Sam sat on it.

3. Write these words from dictation:

Say each word aloud. Your child writes it without looking at the workbook.

atamup

What to Read Next

Your child is learning letter sounds — reinforce with these:

  • •Bob Books Set 1: Beginning Readers (books 1–3)
  • •Teach Your Child to Read in 100 Easy Lessons (lessons 1–15)
2

Short A Words

The -at, -an, -ap, and -ag families

Sound boxes→Word reading→Review words→Word chain→Heart words→Read aloud→Writing practice→Story time→Mastery check

Suggested pace: Try one word family per session (e.g., -at words today, -an words tomorrow). 3–4 sessions total.

For Parents

Have your child touch each letter and say its sound, then blend them together: c-a-t, cat! Start with the -at family since those words are the most common. Once they can read -at words smoothly, move to -an and -ap.

Read more: How to Teach CVC Words

If Your Child Struggles

  • •If your child guesses a word by its first letter (says "car" for "cat"), cover everything except the first sound and build one letter at a time: /k/… /a/… /t/.
  • •If your child says each sound but can't blend them, model it: "Watch my mouth — /k/ /a/ /t/ — cat!" Then have them try.
  • •If your child confuses short A with short U ("cut" for "cat"), exaggerate the mouth position: "Open wide for /a/."
1 of 9

Sound Boxes

Parent: Point to each box and have your child say the sound inside it. Then slide your finger across all the boxes while they blend the sounds into a word. If two letters share one box (like “sh”), they make one sound together.
c
a
t
cat
m
a
n
man
t
a
p
tap
b
a
g
bag
h
a
t
hat
v
a
n
van
2 of 9

Words to Read

Parent: Sound out each word. Touch every letter and blend the sounds together. If your child gets stuck, have them touch each letter and say its sound, then blend the sounds together. If a word takes longer than a few seconds, say it for them and come back to it later. Red letters are vowels — the sounds that change between word families.

-at words

catbathatmatratsatfatpat

-an words

canmanfanranpanvantan

-ap words

capmaptapnaplap

-ag words

bagtagragwag
3 of 9

Review Words

Parent: These words come from earlier sections. Have your child read each one without help. If they hesitate on a word, note which vowel sound is tricky and revisit that section.
atupinonam
4 of 9

Word Chain

Parent: Your child reads the word at the top, then moves down. At each step, one letter changes — the new letter is highlighted in blue. Ask “Which letter changed?” and “What is the new word?”
c
a
t
start here
b
a
t
b
a
n
c
a
n
c
a
p
m
a
p
m
a
t
s
a
t
5 of 9

Heart Words

Parent: These words have tricky parts that don't follow the usual phonics rules. The boxes with a heart above them are the tricky parts — your child needs to memorize those “by heart.” The boxes with a checkmark follow the rules and can be sounded out normally. Point to each box and discuss which parts are regular and which are surprising.

the

✓
th
regular
e
tricky

is

✓
i
regular
s
tricky

and

✓
a
regular
n
tricky
d
tricky
6 of 9

Read Aloud

Parent: Have your child read each sentence out loud while pointing to each word. If they read smoothly without stopping, they are building fluency. If they stumble on a word, help them sound it out, then have them re-read the whole sentence.
1.

The cat sat on a mat.

2.

A fat rat ran.

3.

Dan is a tan man.

4.

Pat can fan the man.

5.

A bat sat on a cap.

6.

The ram ran and ran.

7 of 9

Writing Practice

For Parents — What to Say Out Loud

Say each word slowly. Your child writes one letter per dash.

Say these sounds: /a/ /t/ /n/ /p/ /s/ /m/
Say these words: cat man tap sat bag
Say this sentence: “The cat sat on a mat.”

Sounds

Parent says a sound. Child writes the letter that makes that sound in each box.

Words

Parent says a word. Child writes one letter on each line. The number of lines matches the number of letters.

1.
2.
3.
4.
5.

Sentence

Parent says a sentence (once or twice). Child writes the whole sentence on the lines below.

8 of 9

Story Time

Parent: This story only uses words your child has learned so far. Let them read it on their own first. If they get stuck, wait a few seconds before helping — give them time to sound it out. After reading, ask “What happened in the story?” to check understanding.

The Fat Cat

A cat sat on a mat. The cat is fat.

A rat ran at the cat. The cat ran!

The rat sat on the mat. The cat sat on a bag.

Dan had a hat. Dan had a tan hat and a cap.

The cat sat on the cap. Dan ran at the cat!

The man pat the cat. Pat, pat, pat. The cat and Dan sat.

End of Section 2 of 10. When your child reads this story smoothly, move on to the next section.

9 of 9

Mastery Check

Parent: Use this quick check to see if your child is ready for the next section. If they can do all three parts without help, move on. If they struggle with two or more items, repeat this section's activities before continuing.
Section 2 Checkpoint

1. Read these words aloud:

catmansatbaghat

2. Read these sentences aloud:

The cat sat on a mat.

Dan ran and ran.

3. Write these words from dictation:

Say each word aloud. Your child writes it without looking at the workbook.

cattapbag

What to Read Next

Your child can blend CVC words with short A — try these:

  • •Bob Books Set 1: Beginning Readers (books 1–5)
  • •Primary Phonics Set 1: Storybooks
3

Short I Words

The -ig, -in, -it, and -ip families

Sound boxes→Word reading→Review words→Word chain→Heart words→Read aloud→Writing practice→Story time→Mastery check

Suggested pace: One word family per session. 3–4 sessions total.

For Parents

Your child already knows how to blend sounds from Short A words. Now they are learning a new vowel sound. Point out that the middle sound changed: "cat" has /a/ in the middle, but "sit" has /i/. Can they hear the difference?

Read more: How to Teach Sounding Out Words

If Your Child Struggles

  • •If your child confuses /a/ and /i/, put two words side by side: "cat" and "kit." Point to the middle letter and say each vowel sound.
  • •If your child reads "big" as "bag," say: "Look at the middle letter. Is it an A or an I?"
  • •If blending is slow, try continuous blending: hold each sound without stopping — "sssiiit" — then speed up.
1 of 9

Sound Boxes

Parent: Point to each box and have your child say the sound inside it. Then slide your finger across all the boxes while they blend the sounds into a word. If two letters share one box (like “sh”), they make one sound together.
b
i
g
big
s
i
t
sit
p
i
n
pin
d
i
p
dip
f
i
g
fig
k
i
t
kit
2 of 9

Words to Read

Parent: Sound out each word. Listen for the /i/ sound in the middle. If your child gets stuck, have them touch each letter and say its sound, then blend the sounds together. If a word takes longer than a few seconds, say it for them and come back to it later. Red letters are vowels — the sounds that change between word families.

-ig words

bigdigfigjigpigwig

-in words

binfinpintinwin

-it words

bitfithitkitlitpitsit

-ip words

diphiplipripsiptipzip
3 of 9

Review Words

Parent: These words come from earlier sections. Have your child read each one without help. If they hesitate on a word, note which vowel sound is tricky and revisit that section.
catsatmanhatbagrantapmat
4 of 9

Word Chain

Parent: Your child reads the word at the top, then moves down. At each step, one letter changes — the new letter is highlighted in blue. Ask “Which letter changed?” and “What is the new word?”
b
i
g
start here
d
i
g
d
i
d
h
i
d
h
i
t
s
i
t
s
i
p
t
i
p
5 of 9

Heart Words

Parent: These words have tricky parts that don't follow the usual phonics rules. The boxes with a heart above them are the tricky parts — your child needs to memorize those “by heart.” The boxes with a checkmark follow the rules and can be sounded out normally. Point to each box and discuss which parts are regular and which are surprising.

his

✓
h
regular
✓
i
regular
s
tricky
6 of 9

Read Aloud

Parent: Have your child read each sentence out loud while pointing to each word. If they read smoothly without stopping, they are building fluency. If they stumble on a word, help them sound it out, then have them re-read the whole sentence.
1.

The pig is big.

2.

Kim can sit and dig.

3.

A kid hid in a big bin.

4.

Tim hit the pin.

5.

The kid did a big dig.

6.

Sit in the pit.

7 of 9

Writing Practice

For Parents — What to Say Out Loud

Say each word slowly. Your child writes one letter per dash.

Say these sounds: /i/ /g/ /n/ /t/ /p/ /b/
Say these words: big sit pin dip fig
Say this sentence: “The pig is big.”

Sounds

Parent says a sound. Child writes the letter that makes that sound in each box.

Words

Parent says a word. Child writes one letter on each line. The number of lines matches the number of letters.

1.
2.
3.
4.
5.

Sentence

Parent says a sentence (once or twice). Child writes the whole sentence on the lines below.

8 of 9

Story Time

Parent: This story only uses words your child has learned so far. Let them read it on their own first. If they get stuck, wait a few seconds before helping — give them time to sound it out. After reading, ask “What happened in the story?” to check understanding.

Big Pig

A big pig sat in a pit. The pig did a dig.

A kid ran at the pig. The pig hid!

The kid sat in the pit. "Pig! Pig!" said the kid.

The pig did a tip and a dip. The kid sat and the pig sat.

The kid had a hat. The pig sat on the hat!

The big pig and the kid — pals!

End of Section 3 of 10. When your child reads this story smoothly, move on to the next section.

9 of 9

Mastery Check

Parent: Use this quick check to see if your child is ready for the next section. If they can do all three parts without help, move on. If they struggle with two or more items, repeat this section's activities before continuing.
Section 3 Checkpoint

1. Read these words aloud:

bigsitpindigkit

2. Read these sentences aloud:

The pig is big.

Kim hid in the pit.

3. Write these words from dictation:

Say each word aloud. Your child writes it without looking at the workbook.

bigsitdip

What to Read Next

Your child now reads short A and short I words — try these:

  • •Bob Books Set 1: Beginning Readers (books 5–8)
  • •Primary Phonics Set 1: Storybooks (books 3–6)
4

Short O and Short E Words

The -og, -op, -ot, -ed, -en, and -et families

Sound boxes→Word reading→Review words→Word chain→Read aloud→Writing practice→Story time→Mastery check

Suggested pace: Do short O words in one session, short E in the next. 2–3 sessions total.

For Parents

Your child now knows three vowel sounds: /a/, /i/, and now /o/ and /e/. Mix in review words from earlier sections. Can they read "cat" and "dog" and "bed" without hesitation? If a word takes more than a few seconds, that sound needs more practice.

Read more: How to Teach CVC Words

If Your Child Struggles

  • •If your child confuses /e/ and /i/ (reads "bed" as "bid"), compare the two: "bed — bid. Listen to the middle sound."
  • •If your child confuses /o/ and /u/ (reads "dog" as "dug"), say: "Round your lips for /o/. Relax them for /u/."
  • •If your child struggles with four vowels, go back to one word family they know well and rebuild confidence before adding new ones.
1 of 8

Sound Boxes

Parent: Point to each box and have your child say the sound inside it. Then slide your finger across all the boxes while they blend the sounds into a word. If two letters share one box (like “sh”), they make one sound together.
d
o
g
dog
h
o
t
hot
b
e
d
bed
n
e
t
net
l
o
g
log
p
e
n
pen
2 of 8

Words to Read

Parent: Sound out each word. Listen for the /o/ or /e/ sound in the middle. If your child gets stuck, have them touch each letter and say its sound, then blend the sounds together. If a word takes longer than a few seconds, say it for them and come back to it later. Red letters are vowels — the sounds that change between word families.

-og words

dogfoghogjoglog

-op words

hopmoppoptop

-ot words

cotdotgothotlotpotnot

-ed words

bedredfedled

-en words

penhentenmenden

-et words

netpetsetwetbetgetjetvet
3 of 8

Review Words

Parent: These words come from earlier sections. Have your child read each one without help. If they hesitate on a word, note which vowel sound is tricky and revisit that section.
catsatbigpigsitranhatkid
4 of 8

Word Chain

Parent: Your child reads the word at the top, then moves down. At each step, one letter changes — the new letter is highlighted in blue. Ask “Which letter changed?” and “What is the new word?”
d
o
g
start here
l
o
g
l
e
g
p
e
g
p
e
t
n
e
t
n
o
t
h
o
t
5 of 8

Read Aloud

Parent: Have your child read each sentence out loud while pointing to each word. If they read smoothly without stopping, they are building fluency. If they stumble on a word, help them sound it out, then have them re-read the whole sentence.
1.

The dog got on top.

2.

A hog sat on a log.

3.

The dog hid in a den.

4.

Ted fed the red hen.

5.

Ben got a wet pet.

6.

The men set up a net.

6 of 8

Writing Practice

For Parents — What to Say Out Loud

Say each word slowly. Your child writes one letter per dash.

Say these sounds: /o/ /e/ /g/ /d/ /n/ /t/
Say these words: dog bed hot net log
Say this sentence: “The dog sat on a log.”

Sounds

Parent says a sound. Child writes the letter that makes that sound in each box.

Words

Parent says a word. Child writes one letter on each line. The number of lines matches the number of letters.

1.
2.
3.
4.
5.

Sentence

Parent says a sentence (once or twice). Child writes the whole sentence on the lines below.

7 of 8

Story Time

Parent: This story only uses words your child has learned so far. Let them read it on their own first. If they get stuck, wait a few seconds before helping — give them time to sound it out. After reading, ask “What happened in the story?” to check understanding.

The Red Hen

A red hen sat on a log. The hen got hot.

A dog ran at the hen. The hen got up and ran.

The dog sat on the log. The hen hid in a den.

A cat and a pig sat in the pen. The hen met the cat.

The hen got the cat a bed. The cat sat in the bed.

The hen is in the den. The dog is on the log. The cat is in the bed. The end!

End of Section 4 of 10. When your child reads this story smoothly, move on to the next section.

8 of 8

Mastery Check

Parent: Use this quick check to see if your child is ready for the next section. If they can do all three parts without help, move on. If they struggle with two or more items, repeat this section's activities before continuing.
Section 4 Checkpoint

1. Read these words aloud:

doghotbednetpen

2. Read these sentences aloud:

The dog sat on a log.

Ted fed the red hen.

3. Write these words from dictation:

Say each word aloud. Your child writes it without looking at the workbook.

dogbednet

What to Read Next

Your child reads four vowel sounds now — keep practicing with:

  • •Bob Books Set 1: Beginning Readers (books 8–12)
  • •Primary Phonics Set 1: Storybooks (books 6–10)
5

Short U and Review

The -ub, -ug, -un, and -ut families, plus mixed practice

Sound boxes→Word reading→Review words→Word chain→Read aloud→Writing practice→Story time→Mastery check

Suggested pace: Do -u words first, then the mixed review in a separate session. 2–3 sessions total.

For Parents

This is the last short vowel. After this section, your child will know all five short vowel sounds. The review sentences below mix words from every vowel family. If they can read those sentences smoothly, they are ready for sight words.

Read more: How to Teach Rhyming

If Your Child Struggles

  • •If your child mixes up /u/ and /o/ (reads "cup" as "cop"), say: "Smile a little for /u/. Round your lips for /o/."
  • •If review words from earlier sections are shaky, spend an extra session on mixed-vowel word sorts before moving on.
  • •If your child can read words but not sentences, practice pointing to each word one at a time — fluency comes with practice, not pressure.
1 of 8

Sound Boxes

Parent: Point to each box and have your child say the sound inside it. Then slide your finger across all the boxes while they blend the sounds into a word. If two letters share one box (like “sh”), they make one sound together.
b
u
g
bug
c
u
p
cup
r
u
n
run
h
u
t
hut
m
u
d
mud
s
u
n
sun
2 of 8

Words to Read

Parent: Sound out each word, then try the mixed review at the bottom. If your child gets stuck, have them touch each letter and say its sound, then blend the sounds together. If a word takes longer than a few seconds, say it for them and come back to it later. Red letters are vowels — the sounds that change between word families.

-ub words

cubhubrubtubsub

-ug words

bugdughugjugmugrugtug

-un words

bunfunpunnunrunsun

-ut words

butcutguthutnut

-up words

cuppup

Mixed review

catbigdogbedsunhatpigloghenrunmatfinfoxnetcup
3 of 8

Review Words

Parent: These words come from earlier sections. Have your child read each one without help. If they hesitate on a word, note which vowel sound is tricky and revisit that section.
catdogbigbedhatsitlognetpigred
4 of 8

Word Chain

Parent: Your child reads the word at the top, then moves down. At each step, one letter changes — the new letter is highlighted in blue. Ask “Which letter changed?” and “What is the new word?”
b
u
g
start here
r
u
g
r
u
n
s
u
n
b
u
n
b
u
s
b
u
t
c
u
t
5 of 8

Read Aloud

Parent: Have your child read each sentence out loud while pointing to each word. If they read smoothly without stopping, they are building fluency. If they stumble on a word, help them sound it out, then have them re-read the whole sentence.
1.

The bug is on the rug.

2.

The pup dug in the mud.

3.

Run, run, run in the sun!

4.

The cub hid in a hut.

5.

A cat and a dog sat on a rug.

6.

The big red bug ran up the cup.

6 of 8

Writing Practice

For Parents — What to Say Out Loud

Mix in review words from earlier sections.

Say these sounds: /u/ /g/ /n/ /b/ /p/ /s/
Say these words: bug cup run cat bed
Say this sentence: “The pup dug in the mud.”

Sounds

Parent says a sound. Child writes the letter that makes that sound in each box.

Words

Parent says a word. Child writes one letter on each line. The number of lines matches the number of letters.

1.
2.
3.
4.
5.

Sentence

Parent says a sentence (once or twice). Child writes the whole sentence on the lines below.

7 of 8

Story Time

Parent: This story only uses words your child has learned so far. Let them read it on their own first. If they get stuck, wait a few seconds before helping — give them time to sound it out. After reading, ask “What happened in the story?” to check understanding.

The Mud Pup

A pup ran in the sun. The pup dug in the mud.

The pup got mud on Mom! Mom is mad!

Mom got a rag and a tub. The pup sat in the tub.

Rub, rub, rub. The mud is off the pup. But the pup got the rug wet!

The cat hid on the bed. The cat did not get mud on it.

Rub, rub, rub. The pup is not bad. Mom and the pup hug!

End of Section 5 of 10. When your child reads this story smoothly, move on to the next section.

8 of 8

Mastery Check

Parent: Use this quick check to see if your child is ready for the next section. If they can do all three parts without help, move on. If they struggle with two or more items, repeat this section's activities before continuing.
Section 5 Checkpoint

1. Read these words aloud:

bugcuprunsunmud

2. Read these sentences aloud:

The pup dug in the mud.

A big red bug ran up the cup.

3. Write these words from dictation:

Say each word aloud. Your child writes it without looking at the workbook.

bugcuprun

What to Read Next

Your child knows all five short vowels — great milestone! Try:

  • •Bob Books Set 2: Advancing Beginners
  • •Primary Phonics Set 2: Storybooks
  • •Flyleaf Publishing: CVC decodable readers
6

Sight Words

Words to recognize on sight: the, and, is, I, a, to, in, my, we, go

Word reading→Review words→Heart words→Read aloud→Writing practice→Story time→Mastery check

Suggested pace: Learn 3–5 new words per week. Practice one set at a time. 2–4 weeks for all four sets.

For Parents

Some sight words follow phonics rules, but others have tricky parts. The heart marks the part of the word that doesn't follow the rules. Your child needs to "learn by heart" that part. Practice 3-5 new words per week.

Read more: How to Teach Sight Words

If Your Child Struggles

  • •If your child tries to sound out an irregular word like "said" and gets stuck, say: "This is a heart word — the AI part is tricky. It says /e/ instead of /ay/."
  • •If your child reads "the" as "thee," both are correct! "The" can be /thuh/ or /thee/ depending on the next word.
  • •If your child forgets a sight word, don't say "you knew this yesterday." Just tell them the word and move on — repetition builds memory.
1 of 7

Words to Read

Parent: Practice reading each word quickly. Try to recognize them without sounding out. If your child gets stuck, have them touch each letter and say its sound, then blend the sounds together. If a word takes longer than a few seconds, say it for them and come back to it later.

Set 1

theandisitatoinmywego

Set 2

Imeheshenoyesuponatdo

Set 3

seecanyoulikethisnotamareforbig

Set 4

littlecomeherelookplaysaidwaswithallhave
2 of 7

Review Words

Parent: These words come from earlier sections. Have your child read each one without help. If they hesitate on a word, note which vowel sound is tricky and revisit that section.
catbigdogbedsuncuprunhatpigmud
3 of 7

Heart Words

Parent: These words have tricky parts that don't follow the usual phonics rules. The boxes with a heart above them are the tricky parts — your child needs to memorize those “by heart.” The boxes with a checkmark follow the rules and can be sounded out normally. Point to each box and discuss which parts are regular and which are surprising.

the

✓
th
regular
e
tricky

said

✓
s
regular
ai
tricky
✓
d
regular

was

✓
w
regular
a
tricky
s
tricky

are

✓
ar
regular
e
tricky

you

✓
y
regular
ou
tricky

come

✓
c
regular
o
tricky
me
tricky
4 of 7

Read Aloud

Parent: Have your child read each sentence out loud while pointing to each word. If they read smoothly without stopping, they are building fluency. If they stumble on a word, help them sound it out, then have them re-read the whole sentence.
1.

I can see the big dog.

2.

He is in my bed.

3.

She said yes to me.

4.

We go to the pond.

5.

Look at the little bug.

6.

Come and play with me.

7.

I like to run and play.

8.

The cat is not big.

5 of 7

Writing Practice

For Parents — What to Say Out Loud

Dictate these sight words. Your child writes each one from memory.

Say these words: the and is in to my
Say this sentence: “I can see the big dog.”

Words

Parent says a word. Child writes one letter on each line. The number of lines matches the number of letters.

1.
2.
3.
4.
5.
6.

Sentence

Parent says a sentence (once or twice). Child writes the whole sentence on the lines below.

6 of 7

Story Time

Parent: This story only uses words your child has learned so far. Let them read it on their own first. If they get stuck, wait a few seconds before helping — give them time to sound it out. After reading, ask “What happened in the story?” to check understanding.

My Dog and Me

I have a dog. My dog is big. He can run and play.

We go to the pond. I said, "Come here!" He ran to me.

He is not little. He is big! But he is my pal.

My dog can sit. He can run. He can go up and up!

I like to run with my dog. He is the best.

We like to play. I like my dog and he is my pal.

End of Section 6 of 10. When your child reads this story smoothly, move on to the next section.

7 of 7

Mastery Check

Parent: Use this quick check to see if your child is ready for the next section. If they can do all three parts without help, move on. If they struggle with two or more items, repeat this section's activities before continuing.
Section 6 Checkpoint

1. Read these words aloud:

thesaidwascomeplay

2. Read these sentences aloud:

I can see the big dog.

Come and play with me.

3. Write these words from dictation:

Say each word aloud. Your child writes it without looking at the workbook.

theandis

What to Read Next

Your child is reading CVC words plus sight words — try:

  • •Bob Books Set 2: Advancing Beginners (books 5–8)
  • •Scholastic Decodable Readers: Short Vowels set
7

Blends and Digraphs

Two letters that work together: sh, ch, th, bl, cr, st, and more

Sound boxes→Word reading→Review words→Word chain→Read aloud→Writing practice→Story time→Mastery check

Suggested pace: Do beginning digraphs (sh, ch, th) first, then ending digraphs, then blends. 3–4 sessions total.

For Parents

A digraph is two letters that make one new sound (sh, ch, th). A blend is two letters where you hear both sounds pushed together (bl, cr, st). Start with digraphs since those are completely new sounds. Then move to blends, which combine sounds your child already knows.

Read more: How to Teach Blends and Digraphs

If Your Child Struggles

  • •If your child reads "sh" as two separate sounds (/s/ /h/), say: "These two letters are a team — they make one sound: /sh/." Cover the H and show they can't make /sh/ with just S.
  • •If your child drops a letter from a blend (reads "stop" as "sop"), slow down: "Listen — /s/ /t/ /o/ /p/. Two sounds at the start."
  • •If your child confuses "sh" and "ch," practice pairs: "ship / chip." Feel the difference — /sh/ is a quiet sound, /ch/ has a little pop.
1 of 8

Sound Boxes

Parent: Point to each box and have your child say the sound inside it. Then slide your finger across all the boxes while they blend the sounds into a word. If two letters share one box (like “sh”), they make one sound together.
sh
i
p
ship
ch
o
p
chop
th
i
n
thin
f
i
sh
fish
m
a
th
math
s
t
o
p
stop
c
l
a
p
clap
d
r
u
m
drum
2 of 8

Words to Read

Parent: Read each word. For digraphs, the two letters make one sound. For blends, say both sounds quickly. If your child gets stuck, have them touch each letter and say its sound, then blend the sounds together. If a word takes longer than a few seconds, say it for them and come back to it later. Red letters are vowels — the sounds that change between word families.

sh- digraph

shipshoeshop

ch- digraph

chairchipchop

th- digraph

thisthinthank

-sh ending digraph

fishwish

-ch ending digraph

lunchmuch

-th ending digraph

mathbath

bl- blend

blackblue

cl- blend

clapclass

cr- blend

crabcry

dr- blend

dropdrum

fl- blend

flagfly

fr- blend

frogfree

gl- blend

gladglow

gr- blend

greengrape
3 of 8

Review Words

Parent: These words come from earlier sections. Have your child read each one without help. If they hesitate on a word, note which vowel sound is tricky and revisit that section.
thesaidwascatbigdogcupsunbedrun
4 of 8

Word Chain

Parent: Your child reads the word at the top, then moves down. At each step, one letter changes — the new letter is highlighted in blue. Ask “Which letter changed?” and “What is the new word?”
s
h
i
p
start here
s
h
o
p
c
h
o
p
c
h
i
p
c
h
i
n
t
h
i
n
t
h
a
n
t
h
a
t
5 of 8

Read Aloud

Parent: Have your child read each sentence out loud while pointing to each word. If they read smoothly without stopping, they are building fluency. If they stumble on a word, help them sound it out, then have them re-read the whole sentence.
1.

The ship is big and black.

2.

She can clap and snap.

3.

The frog sat on a flat log.

4.

Stop and think!

5.

This is a fresh plum.

6.

The black drum is big.

6 of 8

Writing Practice

For Parents — What to Say Out Loud

Say each word. Your child writes it, paying attention to digraphs and blends.

Say these sounds: /sh/ /ch/ /th/ /bl/ /st/ /cr/
Say these words: ship chop thin clap stop
Say this sentence: “The ship is big and black.”

Sounds

Parent says a sound. Child writes the letter that makes that sound in each box.

Words

Parent says a word. Child writes one letter on each line. The number of lines matches the number of letters.

1.
2.
3.
4.
5.

Sentence

Parent says a sentence (once or twice). Child writes the whole sentence on the lines below.

7 of 8

Story Time

Parent: This story only uses words your child has learned so far. Let them read it on their own first. If they get stuck, wait a few seconds before helping — give them time to sound it out. After reading, ask “What happened in the story?” to check understanding.

The Ship Trip

Chad and his mom got on a big ship. The ship is black.

Chad can spot a fish. Splash! "That fish is fast!" he said.

The ship went past a flat bit of land. Chad was glad.

Chad had a snack. It was a fresh plum and a chunk of bread.

The ship went on and on. Chad sat and felt the wind on his chin.

When the ship got back, Chad said, "That was the best trip!"

End of Section 7 of 10. When your child reads this story smoothly, move on to the next section.

8 of 8

Mastery Check

Parent: Use this quick check to see if your child is ready for the next section. If they can do all three parts without help, move on. If they struggle with two or more items, repeat this section's activities before continuing.
Section 7 Checkpoint

1. Read these words aloud:

shipchopthinclapstop

2. Read these sentences aloud:

The frog sat on a flat log.

She can clap and snap.

3. Write these words from dictation:

Say each word aloud. Your child writes it without looking at the workbook.

shipthinclap

What to Read Next

Your child is reading blends and digraphs — great progress! Try:

  • •Bob Books Set 3: Word Families
  • •Primary Phonics Set 3: Storybooks
  • •Flyleaf Publishing: Blends and digraphs readers
8

Long Vowels

The silent E pattern and vowel teams

Sound boxes→Word reading→Review words→Word chain→Read aloud→Writing practice→Story time→Mastery check

Suggested pace: Try one vowel pattern per session (silent E, then vowel teams). 2–3 sessions total.

For Parents

When a word has a silent E at the end, the vowel in the middle "says its name." Compare short and long vowel pairs: "cap" becomes "cape," "kit" becomes "kite," "hop" becomes "hope." The silent E is magic! Also introduce vowel teams like "ai" in rain and "ea" in team.

Read more: How to Teach Long Vowel Sounds

If Your Child Struggles

  • •If your child reads "cake" as "cak" (ignoring the silent E), say: "See the E at the end? It's silent — it makes the A say its name: /ay/."
  • •If your child reads "bike" with a short I, use the flip technique: cover the E to read "bik," then uncover it — "The E changes the I to /eye/."
  • •If vowel teams are confusing, focus on one at a time. Master "ai" before introducing "ea."
1 of 8

Sound Boxes

Parent: Point to each box and have your child say the sound inside it. Then slide your finger across all the boxes while they blend the sounds into a word. If two letters share one box (like “sh”), they make one sound together.
c
a
ke
cake
b
i
ke
bike
h
o
me
home
r
ai
n
rain
t
r
ee
tree
b
oa
t
boat
2 of 8

Words to Read

Parent: Read each word. Notice how the silent E changes the vowel sound. If your child gets stuck, have them touch each letter and say its sound, then blend the sounds together. If a word takes longer than a few seconds, say it for them and come back to it later. Red letters are vowels — the sounds that change between word families.

Long A words

cakelakemakebakenamegame

Long E words

beetfeetseedtreebeepkeep

Long I words

bikekitepinevineridetime

Long O words

hoperopebonenosehomenote

Long U words

cutetubemuletuneruleflute

-ake family

cakelakemakebaketake

-ine family

finelineminevinepine

-ore family

moreborecoresorestore

-ay family

dayhaymaypaysay

-ight family

lightnightrightsighttight
3 of 8

Review Words

Parent: These words come from earlier sections. Have your child read each one without help. If they hesitate on a word, note which vowel sound is tricky and revisit that section.
shipchopthinstopclapthesaidcatdogrun
4 of 8

Word Chain

Parent: Your child reads the word at the top, then moves down. At each step, one letter changes — the new letter is highlighted in blue. Ask “Which letter changed?” and “What is the new word?”
c
a
p
start here
c
a
p
e
t
a
p
e
t
a
p
t
i
p
r
i
p
r
i
p
e
r
i
d
e
h
i
d
e
5 of 8

Read Aloud

Parent: Have your child read each sentence out loud while pointing to each word. If they read smoothly without stopping, they are building fluency. If they stumble on a word, help them sound it out, then have them re-read the whole sentence.
1.

I will bake a cake for you.

2.

The kite is high in the night.

3.

We can ride a bike to the lake.

4.

The pine is fine and the shade is nice.

5.

I hope we can play the game.

6.

It is time to go home.

7.

The boat is on the lake.

8.

The rain came and we got wet.

6 of 8

Writing Practice

For Parents — What to Say Out Loud

Say each word. Remind your child about the silent E rule.

Say these sounds: /ai/ /ee/ /oa/ /igh/
Say these words: cake bike home rain kite
Say this sentence: “I will ride my bike to the lake.”

Sounds

Parent says a sound. Child writes the letter that makes that sound in each box.

Words

Parent says a word. Child writes one letter on each line. The number of lines matches the number of letters.

1.
2.
3.
4.
5.

Sentence

Parent says a sentence (once or twice). Child writes the whole sentence on the lines below.

7 of 8

Story Time

Parent: This story only uses words your child has learned so far. Let them read it on their own first. If they get stuck, wait a few seconds before helping — give them time to sound it out. After reading, ask “What happened in the story?” to check understanding.

The Bike Ride

Jane got on the bike. "I like to ride to the lake!" she said.

She rode past the pine and past the gate.

At the lake, she ate cake and ran in the shade. It was a fine time!

Jane made a kite from a stick and a sheet. The kite went up, up, up!

The rain came. Drip, drip, drip. Jane rode home on the same lane.

When it got late, Jane rode home. "That was the best ride," she said.

End of Section 8 of 10. When your child reads this story smoothly, move on to the next section.

8 of 8

Mastery Check

Parent: Use this quick check to see if your child is ready for the next section. If they can do all three parts without help, move on. If they struggle with two or more items, repeat this section's activities before continuing.
Section 8 Checkpoint

1. Read these words aloud:

cakebikehomerainkite

2. Read these sentences aloud:

I will ride my bike to the lake.

The rain came and we got wet.

3. Write these words from dictation:

Say each word aloud. Your child writes it without looking at the workbook.

cakebikerain

What to Read Next

Your child is reading long vowel patterns — almost there! Try:

  • •Bob Books Set 4: Complex Words
  • •Primary Phonics Set 4: Storybooks
  • •I See Sam readers: Long vowel set
9

More Sight Words and Fluency

Grade 1 sight words: they, from, could, would, were, because, every

Word reading→Review words→Heart words→Read aloud→Writing practice→Story time→Mastery check

Suggested pace: Learn 3–5 new words per week, one set at a time. 2–4 weeks for all four sets.

For Parents

These words appear constantly in books your child will read. Many are irregular, so they need to be practiced until they are recognized instantly. Read the sentences below together. If your child reads them smoothly without stopping to decode, they are building fluency.

Read more: How to Teach Sight Words

If Your Child Struggles

  • •If your child reads "could" as "cold," point to the OUL: "This part is tricky — it says /ood/, not /old/."
  • •If your child stumbles on longer sentences, break them into chunks: "They said / they could / come over." Practice each chunk, then put them together.
  • •If fluency is choppy, try echo reading: you read a sentence, then your child reads the same sentence right after.
1 of 7

Words to Read

Parent: Practice reading each word quickly. These words appear in almost every book! If your child gets stuck, have them touch each letter and say its sound, then blend the sounds together. If a word takes longer than a few seconds, say it for them and come back to it later.

Set 1

theyfrombeencouldwouldweretheretheirwhatwhen

Set 2

wherewhichwhoaboutafteragainbecausebeforedoesevery

Set 3

goingjustknowmanymuchonlyotherovershouldsome

Set 4

thanthemthesethroughverywantyour
2 of 7

Review Words

Parent: These words come from earlier sections. Have your child read each one without help. If they hesitate on a word, note which vowel sound is tricky and revisit that section.
cakebikehomerainshipchopthesaidcomeplay
3 of 7

Heart Words

Parent: These words have tricky parts that don't follow the usual phonics rules. The boxes with a heart above them are the tricky parts — your child needs to memorize those “by heart.” The boxes with a checkmark follow the rules and can be sounded out normally. Point to each box and discuss which parts are regular and which are surprising.

could

✓
c
regular
oul
tricky
✓
d
regular

would

✓
w
regular
oul
tricky
✓
d
regular

they

✓
th
regular
ey
tricky

were

✓
w
regular
e
tricky
✓
r
regular
e
tricky

from

✓
f
regular
✓
r
regular
o
tricky
✓
m
regular

does

✓
d
regular
oe
tricky
s
tricky
4 of 7

Read Aloud

Parent: Have your child read each sentence out loud while pointing to each word. If they read smoothly without stopping, they are building fluency. If they stumble on a word, help them sound it out, then have them re-read the whole sentence.
1.

They said they could come over.

2.

She was going to the lake with them.

3.

Do you know where your hat is?

4.

We have been there many times before.

5.

He would like to know about your trip.

6.

What does she want for the game?

7.

We should eat before we go.

8.

There were many kids at the lake.

5 of 7

Writing Practice

For Parents — What to Say Out Loud

Dictate these words and the sentence. Your child writes from memory.

Say these words: they could would were from have
Say this sentence: “They said they could come over.”

Words

Parent says a word. Child writes one letter on each line. The number of lines matches the number of letters.

1.
2.
3.
4.
5.
6.

Sentence

Parent says a sentence (once or twice). Child writes the whole sentence on the lines below.

6 of 7

Story Time

Parent: This story only uses words your child has learned so far. Let them read it on their own first. If they get stuck, wait a few seconds before helping — give them time to sound it out. After reading, ask “What happened in the story?” to check understanding.

The Big Day

They said it would be a big day. We were all set to go to the lake.

Before we left, Mom said, "Does every kid have what they need?" We all said yes.

When we got there, we could see the shine on the lake. "Which way should we go?" said Dad.

We went on a long hike. I could see a kite up in the sky. It was red and white.

We ate lunch by the lake. "This is the best cake," said my pal.

We went on a long hike and then ate lunch. "That was the best day," they all said.

End of Section 9 of 10. When your child reads this story smoothly, move on to the next section.

7 of 7

Mastery Check

Parent: Use this quick check to see if your child is ready for the next section. If they can do all three parts without help, move on. If they struggle with two or more items, repeat this section's activities before continuing.
Section 9 Checkpoint

1. Read these words aloud:

theycouldwouldwerefrom

2. Read these sentences aloud:

They said they could come over.

We have been there many times.

3. Write these words from dictation:

Say each word aloud. Your child writes it without looking at the workbook.

theycouldfrom

What to Read Next

Your child is reading fluently with sight words — almost ready for chapter books! Try:

  • •Bob Books Set 5: Long Vowels
  • •Step into Reading Level 1 books
  • •I Can Read: My First level
10

Putting It All Together

Mixed practice: CVC words, blends, long vowels, and sight words

Sound boxes→Word reading→Review words→Word chain→Read aloud→Writing practice→Story time→Mastery check

Suggested pace: Go at whatever pace feels right — this is a victory lap! 1–2 sessions.

For Parents

This section mixes everything your child has learned. If they can read the story below smoothly, they have a strong phonics foundation and are ready for independent reading practice. Celebrate how far they have come!

Read more: How to Teach Sounding Out Words

If Your Child Struggles

  • •If your child struggles with mixed patterns, identify which pattern is the weak spot and go back to that section for review.
  • •If your child reads slowly but accurately, that is normal — speed comes with practice. Reread the same story 2–3 times to build fluency.
  • •If your child is frustrated, celebrate progress: "Look at all these words you can read now! You could not do this before."
1 of 8

Sound Boxes

Parent: Point to each box and have your child say the sound inside it. Then slide your finger across all the boxes while they blend the sounds into a word. If two letters share one box (like “sh”), they make one sound together.
s
p
l
a
sh
splash
ch
ai
n
chain
s
t
r
i
pe
stripe
f
l
oa
t
float
2 of 8

Words to Read

Parent: Read each word. These mix every pattern you have learned! If your child gets stuck, have them touch each letter and say its sound, then blend the sounds together. If a word takes longer than a few seconds, say it for them and come back to it later. Red letters are vowels — the sounds that change between word families.

Short vowels

catbigdogbedsunhotpigcup

Blends and digraphs

shipchipthinstopclapdrumfrogsnap

Long vowels

cakebikehomecuteraintreeboatkite

Sight words

thesaidhavetheycouldwouldeverybecause
3 of 8

Review Words

Parent: These words come from earlier sections. Have your child read each one without help. If they hesitate on a word, note which vowel sound is tricky and revisit that section.
theycouldwouldcakebikeshipchopcatdogrunthesaid
4 of 8

Word Chain

Parent: Your child reads the word at the top, then moves down. At each step, one letter changes — the new letter is highlighted in blue. Ask “Which letter changed?” and “What is the new word?”
c
a
t
start here
c
h
a
t
t
h
a
t
t
h
a
n
t
h
i
n
c
h
i
n
c
h
a
i
n
r
a
i
n
m
a
i
n
5 of 8

Read Aloud

Parent: Have your child read each sentence out loud while pointing to each word. If they read smoothly without stopping, they are building fluency. If they stumble on a word, help them sound it out, then have them re-read the whole sentence.
1.

The black cat sat on a big ship.

2.

She said she could ride the bike to the lake.

3.

They have a cute dog that likes to run in the rain.

4.

He would bake a cake and make a snack.

5.

The frog went from the log and made a splash in the pond.

6.

We could see the kite go high because the wind was big.

7.

Before they left, she said, "Do not stop. We should get home."

8.

The kids clapped when they were done with the game.

6 of 8

Writing Practice

For Parents — What to Say Out Loud

Mix all patterns. Your child should write without help.

Say these sounds: /sh/ /ch/ /ai/ /ee/ /oa/
Say these words: ship chain bike float splash
Say this sentence: “She said she could ride her bike to the lake.”

Sounds

Parent says a sound. Child writes the letter that makes that sound in each box.

Words

Parent says a word. Child writes one letter on each line. The number of lines matches the number of letters.

1.
2.
3.
4.
5.

Sentence

Parent says a sentence (once or twice). Child writes the whole sentence on the lines below.

7 of 8

Story Time

Parent: This story only uses words your child has learned so far. Let them read it on their own first. If they get stuck, wait a few seconds before helping — give them time to sound it out. After reading, ask “What happened in the story?” to check understanding.

The Best Day

It was a fine day. The sun was up and the shade felt nice. "Let us go to the lake!" said Mom.

We rode the bikes past the lane. The big pine had green and red on it. A frog sat on a log. Splash! We all had to look.

At the lake, we ate cake and then ran a race. I could see a ship. "That ship is big!" said my little pal.

We tossed flat stones that went skip, skip, skip. Then the rain came. Drip, drip, drip!

We ran back to the shade. "The rain will stop," said Dad. And it did.

We ran home before we got wet. "That was the best day," I said. And it was.

End of Section 10 of 10.

8 of 8

Mastery Check

Parent: Use this quick check to see if your child is ready for the next section. If they can do all three parts without help, move on. If they struggle with two or more items, repeat this section's activities before continuing.
Section 10 Checkpoint

1. Read these words aloud:

splashchainstripefloatcake

2. Read these sentences aloud:

She said she could ride the bike to the lake.

The frog made a big splash in the pond.

3. Write these words from dictation:

Say each word aloud. Your child writes it without looking at the workbook.

chainfloatsplash

What to Read Next

Your child has completed the workbook and has a strong phonics foundation! Next steps:

  • •Take the Lumastery Reading Placement Test to start adaptive practice
  • •Step into Reading Level 2 books
  • •I Can Read: Level 1 books
  • •Magic Tree House series (with parent support)

Answer Key

Use this page when doing the Writing Practice activities. Say each item out loud — your child writes what they hear.

Section 1: Meet the Letters

Say each sound. Your child writes the letter that makes that sound.

Sounds: /s/ /a/ /t/ /p/ /m/ /b/ /d/ /g/
Words: at am in up
Sentence: “I am Sam.”

Section 2: Short A Words

Say each word slowly. Your child writes one letter per dash.

Sounds: /a/ /t/ /n/ /p/ /s/ /m/
Words: cat man tap sat bag
Sentence: “The cat sat on a mat.”

Section 3: Short I Words

Say each word slowly. Your child writes one letter per dash.

Sounds: /i/ /g/ /n/ /t/ /p/ /b/
Words: big sit pin dip fig
Sentence: “The pig is big.”

Section 4: Short O and Short E Words

Say each word slowly. Your child writes one letter per dash.

Sounds: /o/ /e/ /g/ /d/ /n/ /t/
Words: dog bed hot net log
Sentence: “The dog sat on a log.”

Section 5: Short U and Review

Mix in review words from earlier sections.

Sounds: /u/ /g/ /n/ /b/ /p/ /s/
Words: bug cup run cat bed
Sentence: “The pup dug in the mud.”

Section 6: Sight Words

Dictate these sight words. Your child writes each one from memory.

Words: the and is in to my
Sentence: “I can see the big dog.”

Section 7: Blends and Digraphs

Say each word. Your child writes it, paying attention to digraphs and blends.

Sounds: /sh/ /ch/ /th/ /bl/ /st/ /cr/
Words: ship chop thin clap stop
Sentence: “The ship is big and black.”

Section 8: Long Vowels

Say each word. Remind your child about the silent E rule.

Sounds: /ai/ /ee/ /oa/ /igh/
Words: cake bike home rain kite
Sentence: “I will ride my bike to the lake.”

Section 9: More Sight Words and Fluency

Dictate these words and the sentence. Your child writes from memory.

Words: they could would were from have
Sentence: “They said they could come over.”

Section 10: Putting It All Together

Mix all patterns. Your child should write without help.

Sounds: /sh/ /ch/ /ai/ /ee/ /oa/
Words: ship chain bike float splash
Sentence: “She said she could ride her bike to the lake.”

Decoding Readiness Checklist

Use this checklist to confirm your child is ready for independent reading practice. Check each skill they can do consistently.

Letter Sounds

Short Vowel Words (CVC)

Sight Words

Advanced Patterns

Fluency

All boxes checked?

Your child has a strong phonics foundation and is ready for independent reading practice. Take the Lumastery Reading Placement Test to start adaptive reading practice tailored to their level.

lumastery.com/tools/reading-placement

You did it!

You have learned all the sounds, blended words, read sentences, and finished every story. You are a reader!

Finished this workbook?

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Take the Lumastery Reading Placement Test

Ready for the next step?

Once your child can read the stories in this workbook, they are ready for adaptive reading practice. Lumastery tracks progress across vocabulary, fluency, and comprehension, adapting to your child every day.

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