Dear Parents/Guardians,
We want to make sure your child knows the sound/spelling cards and can read the words on this page easily.
Help your child:
§ say: the name of the card, the sound, the spelling(s)
§ practice blending the words below
- say each sound within the word
- blend the sounds together to form the word (do not tell your child the word)
repeat each word 3 times
- if he/she can read the words, don’t blend, just read
- practice many times until he/she can read the words easily
Thank you,
Unit 3 Lesson 1 - Jump card, /j/ sound, spelled j, _dge
L1 jam job jog jump
L2 fudge grudge ridge bridge
L3 bag badge jug judge
L4 pig nudge
High Frequency words:
wants, to, get, a, will, put, the, she, said, he, so
S1 Jon wants to get a job.
S2 Will Rick put the lid on the jug?
S3 She said, “He is so sad.”
When done, sign the paper and have your child return it to me.
I will be keeping track of those who practice.
Student sign______
Parent sign______
Dear Parents/Guardians,
We want to make sure your child knows the sound/spelling cards and can read the words on this page easily.
Help your child:
§ say: the name of the card, the sound, the spelling(s)
§ practice blending the words below
- say each sound within the word
- blend the sounds together to form the word (do not tell your child the word)
repeat each word 3 times
- if he/she can read the words, don’t blend, just read
- practice many times until he/she can read the words easily
Thank you,
Unit 3 Lesson 2 - Fan card, /f/ sound, spelled f
L1 fat fan fit fin
L2 fast past mast cast
L3 or for corn horn
L4 habit hab/it cabin cab/in
High frequency words:
were, old, the, new, after, pulls, down, the, first
S1 His cats were old.
S2 The new rabbit ran after it.
S3 Fran pulls it down the first hill.
When done, sign the paper and have your child return it to me.
I will be keeping track of those who practice.
Student sign______
Parent sign______
Dear Parents/Guardians,
We want to make sure your child knows the sound/spelling cards and can read the words on this page easily.
Help your child:
§ say: the name of the card, the sound, the spelling(s)
§ practice blending the words below
- say each sound within the word
- blend the sounds together to form the word (do not tell your child the word)
repeat each word 3 times
- if he/she can read the words, don’t blend, just read
- practice many times until he/she can read the words easily
Thank you,
Unit 3 Lesson 3 - Hen card, /e/ sound, spelled e
L1 Ted fed mend deck
L2 ticket bucket puppet
L3 pick picked bill billed
L4 melt melted wilt wilted
High Frequency word:
would, her, a, she, my, out, of, her, laugh, the
S1 Meg would send her a present.
S2 She fed my cat out of her hand.
S3 I laugh at the puppet.
When done, sign the paper and have your child return it to me.
I will be keeping track of those who practice.
Student sign______
Parent sign______
Dear Parents/Guardians,
We want to make sure your child knows the sound/spelling cards and can read the words on this page easily.
Help your child:
§ say: the name of the card, the sound, the spelling(s)
§ practice blending the words below
- say each sound within the word
- blend the sounds together to form the word (do not tell your child the word)
repeat each word 3 times
- if he/she can read the words, don’t blend, just read
- practice many times until he/she can read the words easily
Thank you,
Unit 3 Lesson 4 - Review
short vowel sounds, /a/, /e/, /i/, /o/, /u/
L1 plan grand brand
L2 best just judge
L3 huff puff ruff
L4 sunset backpack
High Frequency words: said, the, too, work, the
S1 Sam said, “Grab the tan cap.”
S2 Pam’s hat is too big.
S3 Did Dad work on the deck?
When done, sign the paper and have your child return it to me.
I will be keeping track of those who practice.
Student sign______
Parent sign______
Dear Parents/Guardians,
We want to make sure your child knows the sound/spelling cards and can read the words on this page easily.
Help your child:
§ say: the name of the card, the sound, the spelling(s)
§ practice blending the words below
- say each sound within the word
- blend the sounds together to form the word (do not tell your child the word)
repeat each word 3 times
- if he/she can read the words, don’t blend, just read
- practice many times until he/she can read the words easily
Thank you,
Unit 3 Lesson 5 - Exit card, /x/ sound, spelled _x
L1 ox box fox
L2 ax Max sax
L3 fix mix six
High frequency words: said, you, the, yes
S1 Mom said, “Can you fix the box?”
S2 Max said, “Yes, I can fix it.”
S3 Six cats ran past the fox.
When done, sign the paper and have your child return it to me.
I will be keeping track of those who practice.
Student sign______
Parent sign______
Dear Parents/Guardians,
We want to make sure your child knows the sound/spelling cards and can read the words on this page easily.
Help your child:
§ say: the name of the card, the sound, the spelling(s)
§ practice blending the words below
- say each sound within the word
- blend the sounds together to form the word (do not tell your child the word)
repeat each word 3 times
- if he/she can read the words, don’t blend, just read
- practice many times until he/she can read the words easily
Thank you,
Unit 3 Lesson 6 –
Zipper card, /z/ sound, spelled z, _zz, and _s
L1 zip zap zig zag
L2 ball fall fast call
L3 buzz fuzz his has
High frequency words:
where, do, start, like to, be, want, one
S1 Where do Jen and Tom start?
S2 I like to be here.
S3 I want one muffin.
When done, sign the paper and have your child return it to me.
I will be keeping track of those who practice.
Student sign______
Parent sign______
Dear Parents/Guardians,
We want to make sure your child knows the sound/spelling cards and can read the words on this page easily.
Help your child:
§ say: the name of the card, the sound, the spelling(s)
§ practice blending the words below
- say each sound within the word
- blend the sounds together to form the word (do not tell your child the word)
repeat each word 3 times
- if he/she can read the words, don’t blend, just read
- practice many times until he/she can read the words easily
Thank you,
Unit 3 Lesson 7 - Hen card, /e/ sound, spelled _ea_
Review: Zipper card, /z/ sound, spelled _zz
Review: Tug card/u/, fox card /o/, Lamb card /a/
L1 head bread instead meant
L2 fuzz buzz fuss
L3 cuff puff muff stuff
L4 boss toss moss
L5 pass grass brass fuss
High frequency words:
went, to, play, she, made, a, good, from
S1 I went to play at Jim’s.
S2 She made up a good trick.
S3 Zach got a gift from Todd.
When done, sign the paper and have your child return it to me.
I will be keeping track of those who practice.
Student sign______
Parent sign______
Dear Parents/Guardians,
We want to make sure your child knows the sound/spelling cards and can read the words on this page easily.
Help your child:
§ say: the name of the card, the sound, the spelling(s)
§ practice blending the words below
- say each sound within the word
- blend the sounds together to form the word (do not tell your child the word)
repeat each word 3 times
- if he/she can read the words, don’t blend, just read
- practice many times until he/she can read the words easily
Thank you,
Unit 3 Lesson 8 - Shell card, /sh/, spelled sh
L1 ship shop shut shell
L2 rash smash flash crash
L3 dish dishes lash lashes
High frequency words:
have, she, two, three, four, five
S1 I have two dogs and three cats.
S2 She has four rabbits and five fish.
When done, sign the paper and have your child return it to me.
I will be keeping track of those who practice.
Student sign______
Parent sign______
Dear Parents/Guardians,
We want to make sure your child knows the sound/spelling cards and can read the words on this page easily.
Help your child:
§ say: the name of the card, the sound, the spelling(s)
§ practice blending the words below
- say each sound within the word
- blend the sounds together to form the word (do not tell your child the word)
repeat each word 3 times
- if he/she can read the words, don’t blend, just read
- practice many times until he/she can read the words easily
Thank you,
Unit 3 Lesson 9 - Thimble card, /th/, spelled th
L1 thin thud that this
L2 math bath path cloth
L3 think thick thus
L4 along the cotton bottom
High frequency words:
you, see, into, who, do, you think, she, he, off
S1 Did you see into the cabin?
S2 Who do you think she is?
S3 He ran off the path.
When done, sign the paper and have your child return it to me.
I will be keeping track of those who practice.
Student sign______
Parent sign______
Dear Parents/Guardians,
We want to make sure your child knows the sound/spelling cards and can read the words on this page easily.
Help your child:
§ say: the name of the card, the sound, the spelling(s)
§ practice blending the words below
- say each sound within the word
- blend the sounds together to form the word (do not tell your child the word)
repeat each word 3 times
- if he/she can read the words, don’t blend, just read
- practice many times until he/she can read the words easily
Thank you,
Unit 3 Lesson 10 -
Review: Shell card, /sh/ sound, spelled sh
Review: Thimble card, /th/sound, spelled th
L1 thick thump that then
L2 shop dish ship
L3 bath path thud
High frequency words: both, of, my, are, new
S1 Both of my brothers are big.
S2 I wish for a new cat.
When done, sign the paper and have your child return it to me.
I will be keeping track of those who practice.
Student sign______
Parent sign______
Dear Parents/Guardians,
We want to make sure your child knows the sound/spelling cards and can read the words on this page easily.
Help your child:
§ say: the name of the card, the sound, the spelling(s)
§ practice blending the words below
- say each sound within the word
- blend the sounds together to form the word (do not tell your child the word)
repeat each word 3 times
- if he/she can read the words, don’t blend, just read
- practice many times until he/she can read the words easily
Thank you,
Unit 3 Lesson 11-
Chipmunk card, /ch/ sound, spelled ch, _tch
L1 chin chill chat chop
L2 chest check chimp champ
L3 itch pitch stitch
L4 latch catch patch match
High frequency words: with, two, of
S1 Chuck had a chat with the champ.
S2 The chimp has two bunches of bananas.
S3 Mitch can stitch patches on his pants.
When done, sign the paper and have your child return it to me.
I will be keeping track of those who practice.
Student sign______
Parent sign______
Dear Parents/Guardians,
We want to make sure your child knows the sound/spelling cards and can read the words on this page easily.
Help your child:
§ say: the name of the card, the sound, the spelling(s)
§ practice blending the words below
- say each sound within the word
- blend the sounds together to form the word (do not tell your child the word)
repeat each word 3 times
- if he/she can read the words, don’t blend, just read
- practice many times until he/she can read the words easily
Thank you,
Unit 3 Lesson 12 - Armadillo card, /ar/ spelled ar
L1 art arm harm
L2 bar far star
L3 car cart carton
High frequency words: are, away, ask, to
S1 The barn on the farm is for the pigs.
S2 The stars are far away.
S3 Martin can ask Mom to start the car.
When done, sign the paper and have your child return it to me.
I will be keeping track of those who practice.
Student sign______
Parent sign______
Dear Parents/Guardians,
We want to make sure your child knows the sound/spelling cards and can read the words on this page easily.
Help your child: