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Phonics-based activities for struggling readers

Sonya Stoneman
 Sonya Stoneman

Illustrated by Caanan Grall

•
•1111
Pembroke Publishers Limited
Lesson (sight words)
Pretest 8 Revision Lessons 16-17 76
Lesson 1 Vowels and consonants 11 Fish Game 3 77
Fish Game 1 15 Lesson 18 Using ‘all’ and ‘al’ (other mother
Lesson 2 Short vowels 17 brother another) 78
Lesson 3 Short vowels blended with Story Lessons 1-18 81
consonants 20 Lesson 19 Long vowels ‘a’-consonant-‘e’
Lesson 4 Three letter words 22 (long ‘a’) 82
Lesson 5 Three letter words (a the is) 25 Lesson 20 ‘i’-consonant-‘e’ (long ‘i’) 85
Lesson 6 Three letter words Lesson 21 ‘o’-consonant-‘e’ (long ‘o’) 88
(to do of and) 28 Lesson 22 ‘u’-consonant-‘e’ (long ‘u’) 91
Revision Lessons 2-6 31 Fish Game 4 94
Lesson 7 Double consonants 36 Lesson 23 Building on base words 95
Lesson 8 Using the letter ‘s’ (are you I be Lesson 24 Using ‘-ce’ (‘s’) (water
me we he) 39 please) 98
Story Lessons 1 -8 42 Revision Lessons 19-24 101
Revision Lessons 1-8 43 Lesson 25 Using ‘wh’ (could would
Lesson 9 Final blends (have they should) 102
was give) 44 Revision Lessons 22-25 105
Lesson 10 Initial blends (by my go no Lesson 26 Using ‘ee’ (long ‘e’) (said) 106
so) 47 Lesson 27 Using‘ea’(long‘e’) 109
Lesson 11 Initial and final blends (any many Story Lessons 24-27 112
some come) 50 Fish Game 5 113
Revision Lessons 9-11 53 Lesson 28 Using ‘ay’ (long ‘a’) (who) 114
Story Lessons 1-11 54 Lesson 29 Using ‘ai’ (long ‘a’) (because
Fish Game 2 55 does) 116
Lesson 12 Words using ‘sh’ (here there Story Lessons 1-29 118
put) 56 Revision Lessons 28-29 119
Lesson 13 Words using ‘the’ (our your Lesson 30 Using ‘oa’ and ‘oe’ (long ‘o’) 120
wash) 59 Fish Game 6 122
Lesson 14 Using ‘-ng’ (she want they) 62 Lesson 31 Using ‘ou’ (‘ow’) 123
Lesson 15 Using ‘ch’ (one two ask) 65 Revision Lessons 28-31 125
Story Lessons 1-15 68 Lesson 32 Using ‘ed’ (their people) 126
Revision Lessons 12-15 69 Story Lessons 1-32 128
Lesson 16 Using ‘er’ (bath path Lesson 33 Using -‘y’, -'ey’ (long ‘e’) (police
after) 70 woman women) 129
Lesson 17 Using ‘ck’ (k) (boy girl were) 73 Lesson 34 Using‘ar’(office busy) 131
Lesson (sight words)
Lesson 35 Using ‘ow’, contractions (through) 182
(buy) 133 Fish Game 10 184
Revision Lessons 33-35 135 Lesson 54 Using ‘sion’, ‘tion’ (shun)
Lesson 36 Using silent ‘e’ (Mr. Mrs.) 136 (auction) 185
Lesson 37 Using ‘or’ (fast last past Story Lessons 49-54 187
pass) 138 Revision Lessons 52-54 188
Fish Game 7 140 Lesson 55 Using ‘i’ (long ‘e’), ‘ui’ (oo) 189
Lesson 38 Long vowels (friend) 141 Lesson 56 Using ‘ous’ (us), ‘o’ (oo) (yacht
Fish Game 8 143 whose) 191
Lesson 39 Using ‘on’ (un) (father Revision Lessons 55-56 193
rather) 144 Lesson 57 Using ‘are’ (air), ‘oor’, and ‘oar’
Lesson 40 Using‘oo’(platypus) 146 (or) (obey prey grey) 194
Revision Lessons 39-40 148 Lesson 58 Using‘ture’(cher) 196
Lesson 41 Using ‘ie’, ‘y’ (long ‘i’) Lesson 59 Using‘gh’(sugar) 198
(eye) 149 Lesson 60 Using ‘gh’ (laugh) 200
Story Lessons 1-41 151 Lesson 61 Using ‘a’ as a short ‘o’ (don’t
Lesson 42 Using ‘aw’, ‘au’ (‘or’) won’t can’t) 202
(engine) 152 Lesson 62 Using silent letters (special
Revision Lessons 42 154 beautiful) 204
Lesson 43 Using ‘ow’ (long ‘o’) Lesson 63 Using silent letters (warm
(weird) 155 wardrobe) 206
Revision Lessons 32-43 157 Lesson 64 Using silent letters 208
Lesson 44 Using ‘oy’, ‘oi’ (oy) (flood Revision Lessons 62-64 210
blood) 158 Lesson 65 Using ‘alk’ (ork), ‘ear’ (er), and
Revision Lessons 40-44 160 ‘our’ (or) (wolf shoes) 211
Lesson 45 Using ‘ge’ (j) (machine Lesson 66 Using ‘ou’ (oo, short ‘u’)
iron) 161 (color) 213
Lesson 46 Using ‘ir’, ‘or’, ‘ur’ (er) 163 Lesson 67 Using ‘oul’ (ol), ‘ch’ (sh and k)
Story Lessons 1 -46 165 (sew) 215
Revision Lessons 43-46 166 Lesson 68 Using ‘g’ (j) and ‘c’ (s) (cough
Lesson 47 Using ‘qu’ (kw) (great break recipe) 217
steak) 167 Story Lessons 1-68 219
Lesson 48 Using ‘tch’ (ch) (watch Lesson Score Card 220
once) 169 Vocabulary List 221
Fish Game 9 171 Certificate of Completion 226
Lesson 49 Using ‘ea’ (short ‘e’) (glass
class grass) 172
Revision Lessons 47-49 174
Lesson 50 Using ‘ue’, ‘ew’, ‘y’ (short ‘i’)
(sure cruel) 175
Lesson 51 Using ‘ph’ (f) and ‘o’ (short ‘u’)
(among) 177
Revision Lessons 51 179
Lesson 52 Using ‘air’ (accident pretty
garage) 180
Lesson 53 Using ‘ie’ (long ‘e’), ‘u’ (oo)
To become independent readers, children need to develop a variety of skills and strategies. One of the
most essential is knowledge of the relationship between sounds and letters (phonics). Since 80% of
words in the English language follow ‘rules’ or patterns, children familiar with a wide range of sound-to-
letter correspondences have a solid foundation to build on.
First Aid for Reading is a systematic, phonics-based program devised for children who are experiencing
reading difficulties. It would also be suitable for those coming to English for the first time, and readers
wanting to ‘get ahead’. However, it is well suited for use in both primary and secondary schools by teach¬
ers involved in remedial programs. Parents and tutors will find First Aid for Reading easy to follow, as
specific instructions are given in each lesson.
Parents concerned about their child’s reading progress could also use this program at home. We suggest
that a suitable time be negotiated to suit parent and child. At least two sessions per week are advisable.
It is important for parents to be patient and avoid frustrating situations or distractions which could prove
negative for the child. Praise should be lavish and frequent.
The Pretest on page 8 has been designed to pinpoint which sounds are causing difficulty. As First Aid for
Reading is developmental in format, it is recommended that students begin at the page indicated, and
then follow the program in sequence. One lesson per session is sufficient. Children overloaded with new
material may lose interest and motivation. Progress can be monitored by filling in the Score Card at the
back of the book; this will indicate which sounds need revision. When the child has completed the pro¬
gram to a level appropriate for his/her age (as determined by the teacher), repeat the test. We are confi¬
dent that a real improvement will be evident, providing that the child does not suffer from a severe intellec¬
tual or auditory disability.
Although First Aid for Reading is phonics-based, students are encouraged to develop other reading strat¬
egies such as continuous checking for meaning, re-reading to find context cues, and looking for smaller,
known words inside longer ones. It is vital to offer praise when the child realizes an error has been made
and self-corrects. It is very important for tutors to talk about letter patterns learned in each lesson and
think of similar examples.
Additional exercises, games, and stories have been included to reinforce the sound patterns learned in
the lessons. These activities will appeal to children and are easy for a parent to follow. The main focus is
on rhyming, which is invaluable in the development of basic literacy skills (reading, writing, and spelling).
Many of the Revision Lessons include the Fish Game. For durability, schools can laminate the cards.
Parents may want to photocopy the sheets onto cardboard. Children enjoy playing with these cards,
which are valuable as revision and as a reward for good work.
The Story Lessons feature words from the previous set of lessons, but several unfamiliar words may be
included to help the child develop a variety of strategies essential for independent reading, such as read¬
ing on to find context cues.
To encourage a reluctant child to read a story aloud, read the title and then look at the illustration together.
Ask him/her to predict what the story could be about. Have a guess yourself. As the child reads, pause to
allow him/her time to problem-solve. Prompt when necessary, for example, “Try to sound out that word.”,
“Read on to the end of the sentence.”, ‘That word means the same as...”, “What word starting with...would
make sense?”. Praise any self-corrections made and congratulate the child for reading the story all by
him/herself.
Included at the end of the book is a full listing of the approximately 2,500 words featured in this program
and a Certificate for the student who successfully completes the course.
Good luck and enjoy First Aid for Reading!
fm tidt tutor
1. Sit the student down at a table, away from all noise and distractions.
2. Ask him/her to read across each line in turn. (You may need to put a bookmark under the line to help him/her focus on
the words). Encourage the student to “have a go”, but do not prompt. Incorrect responses may be tried again.
3. Circle those words that he/she cannot correctly read.
4. When he/she makes three or more errors in a single line, stop the pretest.

You have now established (as a rough guide) the level of reading at which the student is
Important Note experiencing difficulty. The Pretest list is carefully graded, from the simplest reading to
. _____ the most advanced, and is directly keyed into the program itself.

BJ,.b/ The number opposite each set of words is the page number for the lesson which deals
with that phonic group. The student can begin the program at this point. If other difficul-
Start Here ties become apparent, you may need to selectively “visit” other earlier lessons. What
each lesson covers is clearly laid out in the Table of Contents.

a e i o u 11
m b n d p 12
fat mug bin fox let van 17
hiss doll puff less fill tell 36
zips eggs pans logs begs cuffs 39
dump junk desk ramp milk lost 44
slap flat club prod brim plum 47
crust stunt slept drank stomp print 50
cash fish shot fresh blush shift 56
thin moth froth throb thrill thump 59
ring hung bring hopping strong skipping 62
rich champ finch punch chest branch 65
after robber sister ladder drummer shelter 70
deck socks smack pluck sticker cricket 73
fall stall malt small taller alter 78
mate rake tame scale crane shakes 82

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site wine slime smile chime prize 85
poke hose doze broke chose stone 88
tune cute mule fuse fluke brute 91
lice race twice fence wince chance 98
whip where which whisk while whippet 102
feet reek sweep steel deeper coffee 106
seam dream sneaks yeast reach teacher 109
slay bray stray Sunday crayfish display 114
gain pail faint snail grain stainless 116
toes moat boast groans float throat 120
our couch sound stout sprouts fountain 123
filled canned chased tracked sprained screamed 126
rusty berry sixty donkey plenty fluffy 129
dark cards party farmers market alarmed 131
gown crowded powder drowned showers growling 133
tease house twelve stumble sniffle crumble 136
horn porch comer platform fortress fortune 138
fable lazy rifle motor clothes hostess 141
melon carton reason money front wonderful 144
cool stood shook stooped school understood 146
shy drying fried spies apply supply 149
lawn claws drawn launch laundry overhaul 152
glow grown bellow sparrow shallow overflowed 155
foil annoy royal poison choice destroy 158
wage forged budge hinge bridge exchange 161

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dirt worth third hurled purple thirsty 163
quilt liquid quite banquet squirted squeaking 167
ditch hutch catch switch scratch crutches 169
bear sweat heather healthy dreadful breakfast 172
clue sued brew value jewels rescued 175
above cover glove shoved discover smother 177
Ralph orphan trophy photo alphabet pheasant 177
lair flair hairy repair hairless unfairly 180
fields yield shield belief relief thieves 182
action tension station fraction injection caution 185
yeti kiosk piano stallion champion brilliant 189
nervous porous famous furious prove whose 191
fare snare careful sharing poor boarding 194
mixture capture feature puncture adventure furniture 196
flight delightful frightful weigh freight eighteenth 198
rough taught enough thought laugh slaughter 200
wasps wallet swallow squash wallabies wandering 202
wrap wreck wriggle knit knight knapsack 204
crumbs climb ghost honest science scenery 206
thistle guest guilty guard listen biscuits 208
chalk pearls mourned pouring earlier tournament 211
coupon tourists youthful trouble nourish courage 213
boulder mouldy asked echoed chameleon chemistry 215
genius cemetery generous necessary urgency celebrated 217

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 Vowels and consonants

ftn tfa. ti^Un

This lesson revises the building blocks of all reading: recognition of the vowels (open sounds)
and consonants (closed sounds).

Match the following vowel letters to the object which starts with the same sound.
(You might need to help him/her with igloo and orange.)

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Now what about the consonant sounds? Match the following letters to words which
start with the same sounds. _

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First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use, Pembroke Publishers 13
Excellent. You know the alphabet. All the words in English are made up of these letters.
Some of them change their sounds, but don’t worry. We will learn how they can be read
in different ways later in the program. You know the letters themselves. Let’s now start
reading them in words.

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 f" 1
• Photocopy and cut into squares. The aim is to find matching pairs of letters.
• Deal out 6 cards each. Put the remaining cards in a pile between players.
• Have the first go to model the procedure.
• Example: “I have the letter “d”, do you have the card that matches?” A correct match earns
another turn and returns the matching pair to the pile. An incorrect match loses a turn.
• The player to lose all their cards first, wins.

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16 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
 1&WC4* 2 Short vowels

f-en t/U toTcn

The goal of this lesson is for your child to master short vowels in simple words. What is a short
vowel? It is a sound like the “a” in hat, the “e” in bed, the “i” in pig, the “o” in dog, or the “u” in
cup. It is very important that he/she pronounces them as short vowels, and not as long vowels
(like the “a” in hate, the “e” in feet, the “i” in bite, the “o”in snow, or the “u” in cute). This course
deliberately starts with the short vowels, and works on them, before complicating things by
introducing the long vowels.

You need to know the sounds made by the short vowels. There are five short vowel
sounds. Point to the picture as I say each word.

man

can

pan

bed

net

jet

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Very good! Now I want you to say the word, and point to it, as I point to each picture.
The first letters will help you.

Congratulations!

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Now let s try something a little different. Look carefully at the following words (the first
line below, starting with the word dog). Can you tell me which word has the sound “a”,
as in “hat”? Take all the time you need. (Say the words slowly and clearly. Repeat as
often as necessary).

dog fat bin mug

That was excellent! Now see if you can hear the sound “e” (as in “pet’).

zip pot peg jam

You did it! What about the sound “i” (as in “pig’)?

fun leg fat rod hit

That’s right. Now let’s try the sound “o” (as in “hot’).

tub sip tan get log

Fantastic listening! The last sound is “u” (as in “nut’).

pen lid gum hop fat

That was great! Now you can read the five ways the short vowel sounds are normally
written.

On a separate piece of paper, draw two of the following words. Label your artwork.

mug pig cap dog pen van box

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 Uw&h- Z Short vowels blended
with consonants

F-en t&i toten

The child needs to be able to blend those simple short vowel sounds (as in Lesson 1) and the
consonant sounds with which they normally appear. These exercises will help.

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That was excellent! Now look at the words in the lists as I read them. (Say the words
very slowly and distinctly)

1. Which word has the sound “ap”?

kid mat map van pop

2. Which word has the sound “et”?

lip cub hen ban vet

3. Which word has the sound “im”?

jug get sit bug him

4. Which word has the sound “og”?

fin gun fog fit nag

5. Which word has the sound “un”?

jam fan pup bat bun

1. Which word has the sound “ax”?

fox wax log rip pet

2. Which word has the sound “en”?

cot fig rub hen lap

3. Which word has the sound “id”?

rid set ham cop sum

4. Which word has the sound “ob”?

fat dug rob pin men

5. Which word has the sound “um”?

cab six got gum nib

That was amazing!

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 iS

Three letter words

fata*
This lesson works on the most common three letter words.

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This time I want you to try reading the words in each line yourself. See if you can find
and circle the two words that rhyme, like “sit” and “bit”, or “mop” and “top”. Sound out
the letters separately, like this: b - u - n : bun. You will soon be able to join familiar letters
to make one sound, like “un”, “an”, and “in”. (Praise correct attempts.)

1. bun fat had let tin sun

2. tan box rum nap fox get

3. mat pan sit lap kid fan

4. dog sip lid fed mug fog

5. mix bat log rat bug van

That was really clever! Now I want you to unscramble the letters to make words. The
first one is done for you. Make sure you put the vowel in the middle.

1. snu sun

2. ddi _

3. nav _

4. e g t _

5. x o f _

Well done!

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In the next set, one word in each line is a made-up word. Can you find it and cross it out
for me?

1. rat win lot nuz bed

2. jug rob leg man hin

3. pod nag bus lex tip

4. van yod met zip nut

5. mud pet wid fun cop

That was very good reading. In the last set, see if you can add a letter to make a word.
There could be more than one answer.

1. _ug

2. _et

3. _ip

4. _am

5. ot

My Score Fantastic!

24 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
 \m444* S Three letter words
sight words: a the is

The goal of this lesson is for your child to master a number of the most common three letter
words based around a short vowel. In addition, we will be revising the basic words a and the.

Well done! Today we are learning some words that you have to know by sight: “a” and “the”
{point to the words at the top of the page). Sounding out words like this doesn’t help much.
We call them “sight” words, because you have to be able to say them on sight. All the other
words we will use in the following exercises can be sounded out.

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Look at the sentences below. Read each sentence aloud, first with one of the words
in brackets, then with the second word in brackets. Which one makes more sense?
I’ll do the first one for you.

1. The (ten pen) is in the box.

The ten is in the box. The pen is in the box.

Which makes more sense? It’s the pen. Circle “pen” for me. Good! Now you try!

2. A (cat sat) is in the cot.

3. Is a (rat mat) in the jug?

4. The (dig big) man is fat.

5. A (box fox) has the hen.

6. Is the (bed fed) in the van?

7. A (bog dog) is in the bus.

8. Ben had a (lap nap) in the sun.

Excellent reading!

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This time i want you to read all the words in the following list and then write down in the
space provided the one that fits best in each sentence.

1. The_bit Sam on the leg.

mud
2. The pig sat in the_.
zip
3. The bad is in the bin.
wet

4. Tom has_his cap.

ham

5. _up the red bag.

job

6. Did Meg get a_? bug

Now see if you can add the missing letter to make a word that fits the meaning.

1. A f _ x has got the hen.

2. Rod is in the v _ n.

3. A p _ p sat on the log.

4. Jan has fed the c _ t.

5. A lid is on the b _ x.

6. Let Kim get the m _ g.

My Score You are a star!

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 Three letter words
sight words: to do of and

fm tfU tot<n
This lesson continues work on basic three letter words with a short vowel. In addition, we will be
revising the basic words to, do, of, and.

Read the words under the pictures first please

Good! Today the words to be memorized are “to”, “of”, “and” and “do” (point to the
words at the top of the page).

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Read the sentences below. Once again, work out which word makes more sense and
circle it.

1. The (rap cap) is in the van.

2. Do not pat the (fox box).

3. Is the (kid lid) on the bin?

4. Zip up the old (tag bag).

5. Do not sit in the hot (bun sun).

6. Get us a pot of (dam jam).

7. Let the vet do his (job gob).

8. Liz has a bad cut on the (lip sip).

Wonderful!

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Read the words and write in the one that fits best.
List
1. Mum has a red •

ran

2. The is big and fat. bit

3. Six men to get the bus. fix

4. Do not let the get hot. ram

hat
5. The dog the big rat.

wax
6. Sam has to the zip.

Good!

Now add the missing letters.

1. Ken has cut his 1 _ g.

2. Do not let the pig get f _ t.

3. Put the old pen in the b _ n.

4. The c _ p has a rip in it.

5. Get a pin to f _ x the hem.

6. Bob sat in the s _ n and got hot.

My Score

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 LcWM+t 2-i
SHORT “a”
• Say the words. Cross out the ones that
do not belong.
• Join the words that rhyme with a line.
The first one is done for you.

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 N

SHORT “e”
• Say the words. Cross out the ones that
do not belong.
• Join the words that rhyme with a line.
The first one is done for you.

32 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
SHORT “i”
• Say the words. Cross out the ones that
do not belong.
• Join the words that rhyme with a line.
The first one is done for you.

bin
did
^hhiT

jig
bit
pip
lit fix
rim
bib

fit dig
mix
pill

hit
pin
up
rib
hip

rid
rip

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 \j44*Vb4

SHORT “o”
• Say the words. Cross out the ones that
do not belong.
• Join the words that rhyme with a line.
The first one is done for you.

34 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
 l&pp&h4 2~i

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 7 Double consonants

This lesson teaches you the double consonant sounds, like those under the pictures
(point). Double consonants sound exactly the same as single consonants. Read them
to me please.

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Now read the words in each line. Can you find the rhyming pairs and circle them?
(Praise correct attempts. If necessary, model how to sound out the words: f-e-l-l, f-ell,
and explain what “rhyme” means.)

1. fell cuff fizz sell biff

2. boss doll fill mess will

3. miss puff bell kill kiss

4. mutt cuff miss well duff

5. tell buzz toss moss less

Good work!
Now I want you to unscramble the letters to make real words. The double consonant
goes at the end.
Read the words.

1. ffib _

2. oldl _

3. m s e s_

4. ebll _

5. 1 s s a _ _ , ,
Fantastic!

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There is a made-up word in each line below. Cross it out.

1. miss buzz cuff lass bixx

2. fizz puff rebb less putt

3. mutt mass hill kohh toss

4. vidd less bill roll biff

5. jumm fell moss kill mess

Well done!

See if you can add a letter in the space to make a word.

1. _OSS

2. _izz

3. _uff

4. ess

5. ill

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 \M4&h> 9 Using the letter “s”
sight words:
are you I he me we he

The letter “s” can be used at the end of a verb, or “doing word”. It is also used to make a plural,
that is, more than one of something. Read the picture words to see what I mean.

That was easy, wasn’t it? Look at the sight words above. You need to be able to read
them without thinking.

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Now try these sentences for me.

1. (Ten Hen) pins are in the red box.

2. Bill and Max are at the (mill dill).

3. Toss six (legs eggs) into the pan.

4. Tell Ross to cut up the (dogs logs).

5. Are the (pigs figs) in the pen yet?

Good work! Read the list of words and write in the one that makes sense.

1. Mum_up the mess. List

he
2. I yell and the cat ____to me.
nips
3. Jill has_old dolls.
runs

4. Will_be on the bus? mops

5. The bad pup_at the hens. some

My Score Great!

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Now choose the word in brackets that fits best.

1. Did you hear the (loss bell) ring?

2. The fat (figs pigs) sat in the mud.

3. The boss cut his (legs begs) at the mill.

4. You can not kiss me on the (zips lips).

5. The red (pens hens) are in the bin.

Way to go! Now see if you can add the missing letters. (Clue: All the words have double
consonants.)

1. Do we get hot r _ 11s at ten?

2. Jess will get wet cu _ fs.

3. The man s _ 11s cans of wax.

4. Did a fox get the eg _ s?

5. Did you m _ ss the bus?

Super reading!

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 IX4Wh4 1-9
Max
Max is my pet. He is a black and tan pup. Dad got him for me
at the pub.

Max can be a mutt. He rolls in the mud with the pigs and nips at
the hens. He rips the mats into bits. He wets on Mum’s legs.

Mum gets cross and tells Max he is a bad pup, but he is my pal.
He sits on my bed and licks me till I get up. We go off and play
in the sun. Max is a lot of fun!

The words underlined are new. If your

child has difficulty with them, the prompts
below should help (or use your own).

black: Read to the end of the sen¬

tence...This word describes the pup; it
is a color starting with the letter “b”.

cross: Read the second paragraph

again...How would Mum feel when Max
does these naughty things? Would she
be pleased?

licks: Read on. What might a puppy do

to get you out of bed?...He does it with
his tongue.

play: Read on to the end of the story...

What word starting with “p” would make
sense?

42 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
 iZ4444*4 1~o

Join up the words that rhyme.

kiss bell
loss rugs
bin pans
sell hiss
fox din
mugs get
cap fix
vans boss
let box
mix map

Read the sentences below. Put a tick

next to the sentences which could be
true, and a cross next to the sentences
which could not be true.

1. A fox can kill a rat.

2.1 will kiss the fat hog.
3. The mess is in the garbage.
4. A pup fell in the well.
That was excellent reading! Now
5. A cat can fix the bell.
draw a picture in the box above to
illustrate one of the sentences.
6. Nan puffs up the hill.

First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use.:. Pembroke Publishers 43
 Final blends
\M44VI* 7 sight words:
have they was give

f<n tlx tuten

This lesson is about words ending with a blend of consonants, that is, two or more consonants
next to each other. You need to practise joining the sounds of the letters together like this:
m-i-l-k, m-il-k.

Try the picture words first.

Well done! Today’s sight words are “have”, “they”, “was”, and “give”.

44 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
Can you circle the correct word in brackets?

1. Kim was (lost cost) in the fog.

2. Jeff and Sam (bent went) on a run.

3. The pins (must bust) not get wet.

4. A bug was on the (junk bunk) bed.

5. Will I be (fold cold) at the camp?

Great! Now read the list of words. See if you can work out which word makes sense and
write it in the space for me.

List
1. Is the tire_in the car?

limp
2. The_bit me on the hand.
milk
3. Can Dad mend the old_?
tent

4. They left a bit of_in the jug. pest

5. The old man has a bad_. pump

My Score You did it!

First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers 45
Here are more words using a blend of consonants. Choose the correct word in brackets.
Make sure the sentence makes sense.

1. (Jump Dump) the mess at the curb.

2. Ross has to (end mend) the desk.

3. The pots and pans are in the (sink pink).

4. We have to (yelp help) at the mill.

5. An old man puffs up the (ramp lamp).

Terrific! Can you add the missing letters? It is a good idea to read the whole sentence
first to find meaning clues.

1. Nan had a r _ st on the bed.

2. You m _ st not bend the disk.

3. Can you give me a 1 _ ft in the van?

4. Mum s _ nt me to get the milk.

5. Don lets me h _ Id his pet rats.

My Score Great work!

46 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
 htun* 10 Initial blends
sight words: by my go no so

tCi
The lesson today is about words starting with a blend of consonants. You need to practise
joining the sounds of the letters together like this: c-r-a-b, cr-ab. Read the picture words and
you will see what I mean.

Today’s sight words are “by”, “my”, “go”, “no”, and “so”.

First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers 47
Now choose the correct word in brackets.

1. (Drag Brag) the bad dog up the hill.

*

2. Give me the best (plum slum) jam.

3. We went on a (grip trip) to the store.

4. Did the bus (stop clop) at the club?

5. Rob left my drum on the (tram cram).

Very good! Now you can complete the sentences, using the words in the list below.

List
1. We can have no pets at the_.

swim
2. Fill the mugs up to the_.
flat
3. Can the pup__ in the pond?
brim

4. A_will jump if you prod it. flag

5. Dad must mend the rips in the_ frog

My Score Great!

48 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
Here are more examples of words starting with a blend of consonants. Complete the
sentences for me please.

1. Toss my rag dolls in the (tram pram).

2. Mum has a (flan plan) to get slim.

3. Let the (crab grab) go in the pond.

4. We can get off at the next (slop stop).

5. Jeff has a wet (spot slot) on his cuff.

You are doing really well! See if you can add the missing letters. You may need to read
the whole sentence to find meaning clues.

1. Dr _ p the rag in the garbage as you go by.

2. Can you get the red top to sp _ n?

3. Give the brat a si _ p on his leg.

4. The pod will sn _ p if you bend it.

5. I was so gl _ d I had the top bunk at camp.

First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers 49
 1 4404 11
* *
Initial and final blends
sight words:
any many some come

fm t(U ti+ten
This time you will be reading words with a blend of consonants at the beginning and end. Read
the picture words first for some examples.

Great! The sight words are “any” and “many”. It is important to be able to recognize
both words.

50 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
Now choose the word in brackets that makes sense. Try to join the letters to make
sounds, for example, s-t-a-m-p, then st-am-p.

1. Get a (stamp scamp) from the desk.

2. You can (crust trust) me to do any job.

3. A cat (swept crept) up to the nest.

4. Do not (stand brand) on the damp rug.

5. Fred (frank drank) some milk from the jug.

Very good. Now complete the sentences below, using the words in the list.

List
1. A tramp_in the old hut.
crust
2. Will the_be a big flop?
many

3. Give the_to the hens. slept

4. _on the rat and kill it. stunt

stomp
5. __ bunks are not soft.

My Score

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You are doing really well with these longer words. Here are some more examples. See
if you can work out which word in brackets makes sense.

1. A man will come to (grand brand) the pigs.

2. I will give Mum a pot (plant slant).

3. Can he (crank prank) up the pump?

4. Ann (swept slept) dust from the tent.

5. Sit on the (clank plank) next to him.

Well done! Now try to fill in the missing letters below. You may need to read to the end
of the sentence to find meaning clues.

1. Do not sta _ d on the desk.

2. My pup is a bit of a sc _ mp.

3. Will the hens have m _ ny eggs?

4. Do you have a st _ mp?

5. We can pr _ nt from the disk.

Excellent work!

52 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
 Lt14&h4 11
Unscramble the letters to make words.

upb P-b dmu m_d

dba ba_ its _ it
etw w_t eta _t
pot t—P dki k-
smat m_ts csot co_s
psin pi_s bsit b_ ts
msus s_ ms wset wet_

Unscramble the words to make sentences.

1. in bed is Jeff. _
2. doll Pam a has._
3. in fell I the mud. __
4. will the Dad rats kill. _
5. of full eggs is bag The.

Write captions under the pictures.

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 l&WVht 1~11

Grant met a red fox on top of a hill.

“Do you have any cubs?” he said.

“Yes, I have six,” said the fox. She ran into her den.

Grant told his Dad. Dad went to grab his gun.

“I must kill the fox,” he said.

“But the fox has six cubs,” Grant wept.

“You are too soft,” said his Dad. “The fox will get my hens.
We will have no eggs.”

Grant ran up to the den.

“You must go. My Dad will

come with his gun,” he told
the fox.

The fox and her cubs ran

into the hills. Grant was so
glad!

54 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
• Photocopy and cut into squares. The aim is to find rhyming pairs.
• Deal out six cards each. Put remaining cards in a pile between players.
• Have the first go to model procedure.
• Example: “I have mice, do you have the word that rhymes?” A correct match earns
another turn and returns the matching pair to the pile. An incorrect match loses a turn.
• The player to lose all their cards first, wins.

wink bump
sink jump

cost list
lost fist

1 w slap slop
%
clap clop

clag slum

flag plum

swept clamp
crept stamp

spunk stink

skunk drink

First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use.:. Pembroke Publishers 55
 IxtoO'h’ ^2 Words using “sh”
sight words: here there put

f<n tfa. faUn

In this lesson, you will learn how to read words with the sound “sh”. Read the picture words for
some examples.

Right. The sight words today are “here”, “there”, and “put”. You need to be able to
recognize them.

56 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
Now, try the sentences below. Make sure they make sense. (If necessary, model how to
sound out the words, for example, c-a-s-h, c-ash).

1. Ross spent his (cash lash) on pens.

2. Get some (fish dish) at the shop.

3. Dad (shot shut) the fox in its den.

4. Is (here there) any milk left in the jug?

5. We went on a trip in a (shop ship).

Way to go! Now add the missing words.

1. I must_to the bank.

List

put
2. _the plants in the shed.
shut
3. The shop will_at six.
rush

4. Put the crusts on a flat_. rash

dish
5. It is_to jump off a cliff.

Great reading!

First Aid for Reading © 1999. Permission for purchaser to copy for non-i■commercial classroom use. Pembroke Publishers 57
These words are a bit more difficult because they have a blend of consonants or double
consonants.

Words ending with “sh” and “ss” can be made plural by adding “es”, for example, brushes
and kisses.

1. Toss the junk into the (trash slash) can.

2. Josh will (plush blush) if you kiss him.

3. Did the bus (crash clash) in the mist?

4. Some (flesh fresh) eggs are in the dish.

5. Put the (crushes brushes) on the sink.

Terrific! Lastly, add the missing letters. You may need to read to the end of the sentence
to find meaning clues.

1. Help me sh _ ft the sand into the shed.

2. The pigs sit in the mud and si _ sh.

3. Brad swept the egg s _ ells into the bin.

4. Are there any pegs on the top sh _ If?

5. The big frogs spl _ sh into the pond.

Excellent!

58 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
 U4UM* 1Z Words using “th”
sight words: our your wash

f-tn t&i tutcn

This lesson is about words using the sound “th”.

Read the picture words for me.

Correct! Today’s sight words are “our”, “your”, and “wash” (point).

First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers 59
Underline the word in brackets that makes sense. (If necessary, model how to sound
out words: th-e-n, th-en, then).

1. Give the (then thin) dog some scraps.

2. Did (that than) shop sell fresh fish?

3. Wash the dish (pith with) a damp rag.

4. There is a (moth mutt) on your brush.

5. Do not let the (drug thug) get our cash.

Very good! Now write the correct word in the space provided.

1. A box fell off the shelf with a_

List

2. _ the slush off the van. Cath

thud
3. Did_shell many nuts?

that
4. Get some milk,__fill the jugs.
wash

5. Put your trash in_red bin. then

Great!

60 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
Here are some more examples of words using “th”. They are a little more difficult be¬
cause they have a blend of consonants or double consonants. Choose the correct word
from those in brackets to complete the sentence. (You may need to explain that thrush
is a kind of bird.)

1. The (thump thrush) has eggs in its nest.

2. Our legs (throb thrill) if we crush them.

3. Is there any (brush broth) left in the pot?

4. Wash the dish with this soft (cliff cloth).

5. I (think thank) I have lost the best disks.

Way to go! Now try to add the missing letters. You may need to read to the end of the
sentence to find meaning clues.

1. There was a th _ ft at the bank.

2. A trip on a big ship is a thr _ 11.

3. Seth has lots of fr _ th in his mug.

4. Th _ mp your tin drum in the shed.

5. A bad man will thr _ sh his dogs.

Very good reading!

First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers 61
 \M404* Ify Using “-ng”
sight words: she they want

F<ntfU
This lesson will help you read words using the letter combinations “ang”, “ing”, “ong”, and “ung”.
Read the picture words first to see some examples.

Good! The sight words are “she”, “they”, and “want”. You need to be able to recognize
them.

62 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
Now underline the word in brackets that makes sense. (If necessary, model how to
sound out words: s-ing: sing; s-e-v-e-n, s-ev-en).

1. Did the men (sing ring) in the bus?

2. Max (fang rang) the bell as a prank.

3. Have they (hung rung) up the wet pants yet?

4. They want to go on a (long song) trip.

5. The (ding king) has a dish of broth.

That wasn’t hard, was it? Now choose the correct word from the list and write it in.
Remember, it must make sense.

1. That old rat has big_. List

sting
2. Do not_on your drum!
bang

3. Will the_ ring at seven?

fangs

4. I wish I had_! gong

5. Did the bee_Robbie? wings

My Score Keep it up!

First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers 63
If you add “ing” to a verb, or doing word, it shows that something is happening right now.
The letter combination “ng” can also be used with consonant blends to make interesting
words. Look back at the pictures on page 62 to see what I mean.

Can you underline the word in brackets that makes sense?

1. (Bring Fling) me a cup of cold milk.

2. I want a go on the (sting swing).

3. Brett is (slipping skipping) in the slush.

4. Can I come (hopping shopping) with you?

5. Let us go (fishing wishing) in the pond.

Excellent! Now add the missing letters. You may need to read to the end of the sentence
to find meaning clues.

1. This spri _ g will rust if it gets wet.

2. Mum cannot h _ ng up the washing.

3. A str _ ng man is lifting up the big ram.

4. Fix up the planks with this stri _ g.

5. Frogs are spl _ shing in the pond.

Count up the number of letters in the last word you completed.

Wow!

64 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
 \M4<*h 1S
Using “ch”
sight words: one two ask

fen X/U fattn

In this lesson, we will be learning the sound “ch”. Look at the picture words to see some
examples.

chimp

:. Pembroke Publishers
First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use.
65
The sight words today are “one”, “two”, and “ask”. First, underline the word in brackets
that makes sense. (If necessary, model how to sound out words, for example, r-i-c-h,
r-ich).
\

1. The (rich such) man wants to be king.

2. Glenn had a long (chap chat) with us.

3. I want two big bags of (ships chips).

4. Ask if we can (chop shop) up the plank.

5. Our (chin chess) set is kept in a box.

Good reading! Now choose the correct word from the list and write it in. Remember, it
must make sense.

List
1. Dad is a_at tennis and golf.
chin

2. Bring me as_cash as you can.

champ

3. Are there any pets at the_? lunch

ranch
4. Have they rung the_bell yet?

much
5. Grant has a red spot on his_.

My Score Great!

66 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
Words ending with the sound “ch” can be made plural by adding “es”, for example, one
finch, two finches.

1. The thug wants to (finch pinch) our cash.

2. That (bunch stench) comes from the dump.

3. A dog bit a (chink chunk) from my leg.

4. Can I have two drinks of (lunch punch)?

5. We had to dig (trenches drenches) at camp.

Very good! Now write in the missing letters. You may need to read the whole sentence
to find meaning clues. (Explain that the letter “a” at the start or end of a word can have
a short “u” sound as in “along”.)

1. They are m _ nching some hot chips.

2. Put your cash in a strong ch _ st.

3. Our old van is c _ ugging up the hill.

4. The c _ apel bells will ring at two.

5. Ch _ mps are swinging from the branches.

Excellent!

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“Can we have fish and chips for lunch?” said Cath.

“Yes,” said Mum. “Go to the shop with this cash.”

It was wet, so Cath ran to the shop.

“I want a big bag of chips, six bits of fish and a drink,” Cath
told the man in the shop. “Is the fish fresh?”

“This fish is just off the ship,” said the man.

Cath put the things in the shopping bag and went home.

“Is the fish fresh?” Mum said with a sniff. “What is that
smell?”

She put the fish in the

trash bin.

“We will have chips for

lunch,” she said.

68 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
 KU/\4^C4* lM404*i 12-1S
Using “sh”
Draw a line to join the word with the
picture, then write the word underneath.
Say all the words.

ship

cash

shop

shell

fish

“th” “ch”
Circle the words that start or end Circle the words that start or end
with “th”. Say all the words. with “ch”. Say the words.

that Draw a thin man ships Draw a chimp

tank rich
plop chop
with much
ship bless
thin finch
risk punch
shot slam
thump chimp
throb bunch

First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers 69
 Using “er”
sight words:
bath path after

f-tn tjU ti*tm

Good. The sight words today are “bath”, “path”, and “after” (point). They have a differ¬
ent vowel sound. You need to be able to recognize these words.

70 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
Now read the sentences and underline the words in brackets that make sense. {If
necessary, model how to sound out words, for example, r-o-bb-er-s, r-obb-er-s).

1. Can we go shopping (after rafter) lunch?

2. Frogs are swimming in that (liver river).

3. A finch is hopping on the (path bath).

4. Two (dobbers robbers) hid under the bed.

5. Frank sent them a long (letter better).

That wasn’t hard, was it? Now write in the word that matches the meaning of the sen¬
tence.

1. _was chatting to us.

List

2. I hit my finger with the__ . sister

jumper
3. Do you think the punch is_
bitter
4. Mum put the_in the wash.
hammer

5. Tom is stronger than his_.

Chester

My Score Excellent reading!

First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers 71
Once again, read the sentences and underline the words in brackets that make sense.

1. Is the step (ladder madder) under the shelf?

2. Put the old (gunners runners) into the trash.

3. Chop the branch with the (clippers hammers).

4. This band has two (drummers summers).

5. Casper has lost his red (slippers flippers).

Good reading. Now add the missing letters. You may need to read the whole sentence
to find meaning clues.

1. Mix some milk and eggs in the bl _ nder.

2. Can Bert and Tom have s _ pper with us?

3. Lester has a big blist _ r on his finger.

4. The sli _ pers are kept in the closet beside the shoes.

5. You must shelter if there is thund r.

72 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
 \j44M* Tl Using “ck” (k)
sight words: boy girl were

f <n lit tutcn

A blend of the letters “c” and “k” always makes the sound “k”. Read the picture words first to see

Well done.The sight words are “boy”, “girl”, and “were” (point). 1 hey are important words
for you to remember.

First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers 73
Please read the sentences and underline the words in brackets that make sense. (If
necessary, model how to sound out words, for example, s-t-u-ck, st-uck).

1. Put the dishes onto a (rack jack).

2. Rex was (sick kick), but his sister was sicker.

3. One (tuck duck) is swimming in the river.

4. Wash your (socks locks) in the sink.

5. A boy ran along the (neck deck) of the ship.

Very good. Now choose the word that fits in the space. Remember, it must make sense.

List
1. A is slipping in the mud.
stuck

2. Some girls were on the cliff. black

clock
3. Your jumper is in the wash.
crack
4. Our fell off the bench.
truck

5. the nuts with this hammer.

My Score Excellent reading!

74 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
There are lots of interesting words using the sound “ck”. Complete the sentences in the
usual way.

1. The boys have (slack black) runners.

2. (Smack Stick) two stamps on this letter.

3. (Stack Stuck) the clippers in the chest.

4. That was such a clever (brick trick)!

5. Hens were (clucking plucking) in the pen.

Terrific work! Now add the missing letters. You may need to read the whole sentence to
find meaning clues.

1. A cl _ ck is ticking at the back of the shop.

2. Six crack _ rs are on the top shelf.

3. Do the girls want some frog Stic _ ers?

4. Beth and Jack are at the cri _ ket game with Dad.

5. Can I get two p _ ckets of chips for lunch?

My Score You are making excellent progress!

First Aid for Reading © 1999. Permission for purchaser to copy for non-i■commercial classroom use. Pembroke Publishers 75
 Using “ck”
The duck is going fishing. Help
him by saying the words as you
join the fish to the rod with lines.

Using “er”
Write a word using the sound “er” on
each rung of the ladder:

slippers letter

colder

fingers sister

drummer

76 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
• Photocopy and cut into squares. The aim is to find rhyming pairs.
• Deal out 6 cards each. Put the remaining cards in a pile between players.
• Have the first go to model the procedure.
• Example: “I have mice, do you have the word that rhymes?” A correct match earns another
turn and returns the matching pair to the pile. An incorrect match loses a turn.
• The player to lose all their cards first, wins.

r
m
fall small
ball tSi

tracker block
cracker clock

champ chopping
carnp hopping

broth crush
frc►th brush

lips rest
chips chest

r# fishing
wishing
ship
hp

First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
77
 l&144Vh 19 Using “all” and “al”
sight words:
other mother brother another
f<n t&t
Today’s lesson is about the letter combinations “all’’and “al”. “al” is usually pronounced “ol”, as
in “salt”. The sight words are “other”, “mother”, “brother”, and “another” (point). They are all
important words to learn.

Read the picture words first.

salt
w

calling

78 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
Try to work out which words in brackets fit best. (If necessary, model how to sound out
words, for example, c-r-i-ck-e-t, cr-ick-ef).

1. (All Call) my sisters are tennis champs.

2. Mack has a cricket (tall ball) in his hand.

3. Were the (mother other) girls swimming?

4. Do not (fall hall) off that stepladder!

5. We went shopping in the (mall wall).

That was great! Now choose the words that make sense and write them in the spaces.

than his father. List

1. Jock is
small

2. Will the truck on the hill? taller

other
3. A black duck is in the pond.

stall
4. Is that your calling you?
brother

5. Get me the soccer ball.

My Score Well done!

First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers 79
Here are some more words to try.

1. Can I have a (stall small) drink of milk?

%

2. Josh put (malt salt) and pepper on his chips.

3. Our (other mother) was struck on the leg.

4. I hit the cricket (balls falls) into the net.

5. Put (another brother) plank on the stack.

Good work! Finally, add the missing letters. You may need to read the whole sentence
to find meaning clues.

1. Have they come to inst _ 11 the pump?

2. Your brother is much small _ r than you.

3. A number of mugs have fal _ en off the bench.

4. Can I have an _ ther jumper?

5. Ask the man in the shop to alt _ r your ring.

My Score That was wonderful!

80 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
 1 Q&sAfyjf
Chester is a chimp. He lives in the forest with his mother and
two brothers, Rick and Josh. Their father was shot by a hunter
when they were small.

Chester and his brothers have fun all day long. They swing from
the branches and run along the path, hunting for interesting things
to play with. Then they collect nuts for supper. As the shells are
too hard to crack by hand, they smash them with a rock.

After supper, the chimps go to sleep in a nest of twigs and

branches where the hunters cannot see them.

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 Long vowels
“a”-consonant-“e” (long “a”)

tit tiMn
At the very beginning of this program, we learned to read simple three letter words consonant -

plus vowel plus consonant. The vowels in these words were short (e.g. mat, cat, hat). However,
when a final e is added, look what happens. Before starting these exercises, play Fish Game 4
on page 94 to demonstrate how the long vowel pattern works.

mat add an “e” mate

man add an “e” mane

A final e is almost always silent - but it changes the preceding vowel to a long vowel,
that is, the name of the letter. See if you can choose the correct word:

1. Mum (mad made) us hot dogs for lunch.

2. Is that a (rat rate) on the bench?

3. Jack met his best (mat mate) at the hockey game.

4. The jumper will (fad fade) in the hot sun.

5. (Sam Same) put salt on his fish and chips.

82 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
Fill in the gaps using the words in the list. List

late
1. I must not_the dog to the shops.
lake
2. Mother let me swim in the_.

3. Justin has a_rabbit for a pet. tame

4. Put the_back in the shed. rake

5. My brother was_for the bus. take

My Score

Read the words under the pictures below. They all have the long “a” sound.

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Now see if you can choose the correct words.

1. Put all the cakes on this (plate slate).

\

2. Do not stand on the black (stake snake)!

3. Toss the (stale scale) buns in the garbage can.

4. Robert went on a long (plane plate) trip.

5. Can I have a go on your (scales skates)?

That was super! Now try to write in the missing letters. You may need to read the whole
sentence to find meaning clues.

16. Brett wants a pi _ te of pasta for dinner.

17. My pi _ ne ticket is still in my pocket.

18. Dad sh _ kes salt and pepper on his chops.

19. St _ ke the plant with this long stick.

20. Can the cran _ pick up the big crates?

84 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
 20 “i”-consonant-“e”
(long “i”)

f<n t&i ti^n

Read the words under the pictures below. They all have the long “i” sound.

Read the words under the pictures. They all have the long “i” sound.

for non-commercial classroom use. Pembroke Publishers

First Aid for Reading © 1999. Permission for purchaser to copy
Can you choose the correct words?

1. Let me have a (bite mite) of your cake.

%

2. Kate lost her best (kite site) in the wind.

3. It is (lime time) to go back to the hall.

4. I think Dad drank a lot of (mine wine).

5. Put (five dive) stamps on this letter.

Great effort! Now see if you can write in the missing letters.

1. Let us go for a ride on our b _ kes.

2. A p _ le of plates fell off the counter.

3. The children did not dine till ni _ e.

4. You must not di _ e into that lake.

5. Will the crop get r _ pe in time?

86 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
Now choose the correct words.

1. Will the (pride bride) be late for her wedding?

2. Mum let my small brother go on the (slide glide).

3. Polish the silver cup and make it (shine chime).

4. This frog has (slime crime) on its back.

5. We (stile smile) if we have a lot of fun.

Good work!
Now choose the correct word from the list to complete the sentence.
List

1. It is a_to steal things. ride

2. We shall go for a_if it is fine. crime

twine
3. The hall clock will_nine times.
chime
4. Sally got the same_as her mate.
prize

5. Mike can fix the gate with thick_.

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 U4444* 21 “o”-consonant-“e”
(long “o”)

fm t&t tutcA.
Read the words under the pictures below. They all have the long “o” sound.

88 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
Now choose the correct words in brackets.

1. Jade gave her pup a big (bone tone).

2. We must be back (dome home) at five.

3. Your (hose nose) drips if you have a cold.

4. The girl (code rode) her bike to the shops.

5. Mum wants to plant a red (rose nose).

Terrific reading!
Add the missing letters to these words.

1. Our dog likes to d _ ze on a soft rug.

2. Mend the h _ se with this bit of twine.

3. Mike got a skipping ro _ e for a prize.

4. Do not p _ ke the cat with a stick.

5. I h _ pe the clock can still chime.

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See if you can choose the correct words.

1. Dad (grove drove) us to the lake at dinner time.

\

2. Jane (chose close) a silver cup as a prize.

3. Will the bus stall on this (slope scope)?

4. Take the plastic plate off the hot (stove trove).

5. Do not let the pup (broke choke) on its bone.

Well done!

Fill in the gaps with a word from the list.

List

1. A small girl her leg on the slide, close

stone
the gate as you go.

spokes
3. Bike can rust if they get wet.
broke

4. The king sits on a golden

throne

5. Our home is made of and bricks.

My Score Way to go!

90 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
 U4444* 22 “u”-consonant-“e”
(long “u”)

f<n til tidtn

“u”-consonant-“e” is a bit tricky. It can have two sounds: the name of the letter (long “u”),
and “oo” as in “moo”. The pictures below show what I mean. The letter “a” at the start or
end of a word can have a short “u” sound as in “bun”. Can you see an example?

First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use.. Pembroke Publishers 91
Now choose the correct words.

1. My mother has to (use fuse) an old stove.

2. (Rule Mule) your lines with this red pen.

3. Miff is such a (mute cute) pup.

4. Bad (fumes fuses) came from the crane.

5. Dad broke the (amuse juke) box with his fist.

Use words from the list to fill in the gaps below.

List
1. Our camp is close to the sand
dunes

2. A is the same shape as a box. mules

tunes
3. Jake was warned not to be to
his teacher.
cube
4. Some will not do as they are told.
rude

5. The bride chose the for her wedding.

My Score That was great!

92 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
Here are some more words using “u” - consonant - silent “e”. Complete the sentences
below.
List
1. Ken is_ _to the kids in his grade. rude

prune
2. Steve will. _himself on the swings.

Luke
3. Mum can _ _the roses with clippers.
fluke

4. It will be a _if we win a prize.

amuse

5. _ pokes the frog with his finger.

You are improving all the time. Can you fill in the missing letters? (You may need to
explain the term “brute’).

1. A rubber tube has a number of us _ s.

2. That br _ te hit the small pup with a stick.

3. All men must sal _ te the king on his throne.

4. Can you give us a tune on your f _ ute?

5. Sometimes Dad fl _ kes a win at golf.

My Score Congratulations on a terrific effort!

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 f" ^
• Photocopy and cut into squares. The aim is to show how voVvel sounds are made long by
adding “e”.
• Deal out 6 cards each. Put the remaining cards in a pile between players.
• Have the first go to model the procedure.
• Example: “I have “win”, do you have the word “wine”?” A correct match earns another turn
and returns the matching pair to the pile. An incorrect match loses a turn.
• The player to lose all their cards first, wins.

win cut
wine cute

cube tube
cub

pin hope
' ;v V'
•\.v • / ;/ '

pine hop

mat fate
mate

kit cane
can

site made
mad

94 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
 2Z Building on base words

f<n lit
You have already read examples of words ending with “s” and “es”. There are many other ways
of building on base words.

Look carefully at the sets of words below. Two words have lost the letter “e”. Can you
work out the rule for adding “ing” by yourself? (Clue: check the vowel sounds.)
Fantastic! Now try these sentences for me.

1. A small pup is (choke choking) on its bone.

2. The crane (driving driver) just lost his job.

3. Two girls are (skipper skipping) up the slope.

4. Is Mum (maker making) cakes for the party?

5. Horses are (jumping jumps) over the bam fence.

My Score You did it!

Another way to build on a base word is to add the letter “n”.

Josh broke a plate.

The plate is broken.

You can compare two things by adding “er” to the base word.

cute

My kitten is cute, but Dan’s kitten is cuter.

96 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
To compare three or more things, add “est” to the base word.

Try these sentences for me now.

1. Matt has (take taken) his dog for a run.

2. Shane has the (cute cutest) kitten of them all.

3. This dog has (blackest blacker) fur than that one.

4. My brother is much (braver bravest) than I am.

5. Have you (spoke spoken) to the bus driver yet?

What a star!

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 Using “-ce” (“s”)
hi44M* sight words: water please

f/n t(U faten

Today’s sight words are “water” and “please”. Did you know the letter “c” can make the same
sound as the letter “s”?

Read the words under the pictures to see what I mean.

98 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
Great! Now try the sentences below. Sound out any words you don’t know, for example,
t-i-ck-e-t, tick-et.

1. All (dice mice) have six sides.

2. Wash the mud from your (lace face).

3. Put (ice nice) cubes in the water jug.

4. Can we make (lice rice) for our lunch?

5. My sister will win the next (race pace).

That’s right. Now add the missing letters if you can. (You may need to explain the
meaning of “wince”).

1. Lan _ e has left his flute on the bus.

2. Is that a robin on the stone fe _ ce?

3. Please bake some cakes for the d _ nee.

4. Dad is a dun _ e at the game of golf.

5. You win _ e if you bang your finger.

My Score Congratulations on a fine effort

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Here are some more examples of words using “ce” to make the sound “s”. Can you
choose the correct word in brackets?

1. Please give me a small (slice twice) of ham.

2. Salute the (since prince) as he drives by.

3. Take your (stance prance) for the next race.

4. My brother went to (France dance) by plane.

5. Can you tell me the (trice price) of this ticket?

Way to go! Now complete the sentences by adding the missing letters. You should read
the whole sentence first to find meaning clues.

1. Shane had to ring the bell tw _ ce.

2. Our cat had a cha _ ce to get the mice.

3. Tell Bru _ e to stack the crates on the fence.

4. Tra _ e all these lines with a black pen.

5. The pr _ nee hit six golf balls in the water.

My Score You are making excellent progress!

100 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
 1*4444*4 17-24
Join up the words that rhyme.

wince leans
face beaker
beans breed
week file
whip heaps
leaps mince
greed chance
weaker lace
lance ship
while peek

steals ice-cream
• Write captions under the pictures.
dancers whale

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 2S Using “wh”
sight words:
could would should
fen t&c tot<n
Today’s sight words are “could”, “would”, and “should”. The lesson is about words using “wh” to
make the sound “w”.

102 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
Try the sentences below. (You may need to model how to sound out words, for example,
L-a-n-c-e, L-an-ce).

1. Could I crack this (whip whiz) please?

2. Lance gave his bad dog a (what whack).

3. (When Where) should they get back home?

4. Take a (whiff whiz) of those fumes.

5. (Which When) plate will I use for the rice?

That was great! Now choose one of the list words for each space. The sentence must
make sense.

List

1. did you put the spice rack? why

whip
2. is the bus late?

where
3. Mum can up some cakes.
what

4. The brute his pups on the face.

whacks

chance would we have to win a prize?

My Score Wonderful

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Here are some more ways of using the sound “wh”. Try to finish these sentences.
Remember, they must make sense. (You may need to explain what a whippet is.)

1. The (whippet whimper) is hunting for mice.

2. Could I have a (whale white) rabbit for a pet?

3. (Why What) was the stockman cracking his whip?

4. Mother is (whacking whisking) six egg whites.

5. Our kitten has fine black (whiskers whispers).

Very good reading! Can you add the missing letters for me? You need to read to the
end of the sentence to find meaning clues.

1. A dunce would drink w _ ile he drives.

2. Wh _ les swim in salt water, not fresh.

3. My place has a whi _ e stone fence.

4. Our dog whimpe _ s when it wants water.

5. Sometimes it is rude to wh _ sper.

My Score I am really proud of you!

104 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
 L&PPO'h'i 22“ 2S
Using “ce” and “wh”
Join all the words using “ce” to the
tails of the mice. Then circle all the
“wh” words and choose six to write
inside fish shapes near the whale.

whiskers
ice-cream
pence
where
whacks slices
fence which
whips trace nicer
whippet
while
white mince price
lance
rice lace

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 I Daa^a 9/C Usin9 “ee” (long “e”)
L*sv*V/V'‘ £Aj sight word: said

F<n t/U
You can make the long “e” sound by adding an “e” to a word with a vowel and consonant: (“pet”
becomes “Pete”). Another way is to use a double “e”.

feet
Double “e” always has the same sound, which makes it quite easy to remember.
Today’s sight word is “said” (point). It is a very important word to remember.

106 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
See if you can choose the correct words in brackets. Sound out any words you are not
sure of.

1. (Sees Bees) are buzzing in the hive.

2. Whales swim in (deep keep) water.

3. Can you (see fee) the missing crates?

4. We could all (feet meet) at the races.

5. This place (reeks seeks) of gas fumes.

Well done! Now choose a list word to complete the sentence.

List

1. Why do your_smell so much? needs

reef
2. When can we have_for dinner?

seen
3. The whippet has_some mice.
feet

4. Mum said she_some help.

beef

5. Many fish swim in the coral_.

That was easy for you!

My Score Terrific reading!

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Now you should be able to read some more difficult words using double “e”. Complete
the sentences below.

1. Which (free tree) will Dad need to prune?

2. Brush your (teeth wheel) well after dinner.

3. A fox (cheeps creeps) up to the chicken pen.

4. Nan went to (sleep sheep) at the meeting.

5. Steve made a frame with (steel heel) tubes.

You did it! Now add the missing letters. Remember to read the whole sentence first to
find meaning clues.

1. Where is the back wh _ el of the bike?

2. When sle _ t falls, we get cold and wet.

3. Bruce likes white s _ eets on his bed.

4. The water is d _ eper on this side of the pond.

5. Could I have a slice of coff _ e cake please?

Great work!

108 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
 1X4444* 2? Using “ea” (long “e”)

F-en tU t^ten
Here is another way to make the long “e” sound: use “e” and “a” together. In most words with a
blend of vowels, the first one can be heard, the second one is silent.

beach

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Great! Now choose the word that fits best. (You may need to model how to sound out
words, for example, p-e-l-i-c-a-n, pel-ic-an: p-elican).

1. My brother was in the winning (seam team).

2. Sweep all the (tea pea) pods into a heap.

3. Do you think I can (read bead) better?

4. (Heat Neat) three eggs in this small pan.

5. A brave man has no (tears fears).

Very good. Now choose a list word to complete the sentence.

List

1. Water_from the old tap. lean

jeans
2. The pelican has a fish in its__

peas
3. Sweet_wilt in the heat.
beak

4. Which_do you like best?

leaks

5. _the wheel on the tree trunk.

My Score You are doing really well. Keep it up!

110 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
There are lots of words using “ea” to make a long “e”. Complete these sentences for
me.

1. Do you (dream steam) while you sleep?

2. Lee could not (teach reach) the top shelf.

3. You need (beast yeast) to make bread.

4. Dean rides his bike to the (beach peach).

5. Have some (dream cream) with your coffee.

Amazing! Now I want you to add the missing letters. You will need to read the whole
sentence to find meaning clues.

1. Place the te _ pot on the side counter.

2. A cunning fox sn _ aks up to the sheep.

3. Why are the peaches so che _ p?

4. What is the price of these j _ ans?

5. My teac _ er gave me a treat for a prize.

Great reading!

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lit QMl RaoC
Dean’s mother has given him a brand new ten speed bike for a
birthday present. He decides to have a race along the street with
his mates, Vince and Steve.

Just as Dean reaches top speed, the back wheel of his bike comes
off and he smashes into the cream wooden fence belonging to
his mean teacher, Mr Prince.

The bike is broken, and so is the fence! Dean does not want to
take a chance. He sneaks off with his mates and hides the bike in
a safe place until he has time to mend it.

112 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
• Photocopy and cut into squares. The aim is to find rhyming pairs.
• Deal out 6 cards each. Put the remaining cards in a pile between players.
• Have the first go to model the procedure.
• Example: “I have mice, do you have the word that rhymes?” A correct match earns another
turn and returns the matching pair to the pile. An incorrect match loses a turn.
• The player to lose all their cards first, wins.

nice a
4 A /*
lance
mice dance

whale
pale
li
coffee
toffee

tree
free 1
where
there

disk
whisk
sweeping
J sleeping

teach
reach
A reader
leader

#'l
mince twice

prince price

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 I 6aa**a- S?
\*KSVIaMV>> C.O
9 Usin9 “ay” (long “a”)
sight word: who

f<en t&c
You already know how to make a long “a” using vowel, consonant, and “e”, as In “came”. The
same sound can also be made with the letters “a” and “y” together.

Can you choose the words that fit best? (You may need to model how to sound out
words, for example, t-ea-ch-ing).

1. What did the teacher (say bay) to you?

2. The sun’s (rays ways) give us heat.

3. Many horses need (pay hay) in summer.

4. We spent the (day lay) picking peaches.

5. Who can (clay play) a tune on this flute?

114 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
Way to go! Now use the list words to complete the sentences.
List
1. Put the coffee mugs on the green_.
tray
2. Our team plays_next week.
slay
3. These nice pots are made of_.
away

4. Did you_much for that ice-cream? clay

5. I hope the prince can_the beast. pay

My Score Great!

Here are some more words using “ay”. Can you choose the words that fit best?

1. Who is (praying playing) in our team today?

2. (Spray Bray) some water on the wilting roses.

3. The sheep could (stray tray) from the fence.

4. We may pick apples on (holiday Sunday).

5. Do you like eating (silverfish crayfish)?

Correct. Now add the missing letters to make “ay” words. Don’t forget to read the whole
sentence first.

1. Did you see the displ _ y of cream cakes?

2. Lance went diving for fish yester _ ay.

3. The pla _ ful pup is chasing the small kitten.

4. Dad is teaching me to play golf on S _ nday.

5. Water is spr _ ying from the leaking pipe.

My Score You are doing really well!

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 2*1 Using “ai” (long “a”)
sight words: because does

tU ti*kn
Here is another way to make the long “a” sound. The sight words are “because” and “does”
(point). Read the picture words first. ^

Here are some sentences to complete. (You may need to model how to sound out
words, for example, y-e-s-t-e-r-d-a-y, y-es-ter-day.)

1. Small brothers can be a real (gain pain).

2. Some boys like to play in the (rain main).

3. Our hens (paid laid) seven white eggs today.

4. Bang in this (nail pail) with the hammer.

5. Does your ship (fail sail) next Sunday?

116 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
Well done. Now use the list words to complete the sentences.
List
1. Did any_come yesterday?
tail
2. Stay inside because it may_later.
paid
3. Steve_a visit to his older brother.
bait

4. Our pup wags its_to greet us. mail

5. Where did the fisherman get his_? rain

My Score Good work!

The letters “ai” nearly always make a long “a” sound. Try these sentences for me now.

1. The bride chose a (slain plain) wedding dress.

2. Why did the (train grain) come off the rails?

3. (Paint Faint) the gate while the sun is shining.

4. Children should not play in the deep (drain brain).

5. The (frail trail) ends near the side of the lake.

Very good. Now use the list words to complete the sentences. Remember, they must
make sense.
List
1. Do not your back lifting crates,
waiter
2. Does the have any crayfish?
snails
3. Why are you _of thunder?
stainless
4. The sink is made of_ steel.
afraid

5. _have eaten all our seedlings. strain

Can you find the letter “a” which makes a short “u” sound as in “bun”?

My Score Excellent!

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Ik PfiU*
Gail asked if she could meet three friends at the boat races.

“Yes, but you will have to take Joe. I need to set up a display at
the hall,” said her mother.

Gail was not pleased. “Joe is such a pain!” she moaned.

“Stay at home, then,” snapped her mother.

Gail grabbed Joe’s hand and dragged him to the bay. Her friends
were waiting near the fountain.

“Stay here and count the

boats,” Gail told Joe.
“We want to buy some
ice-cream.”

But Joe was soon tired

of counting and strayed
away. Much later, when
they finally found him,
he was fast asleep on
the beach. Meanwhile, Gail and her friends had missed all
the races. They were not impressed.

118 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
Using “ay” and “ai” raining
frays
Join all the “ai” words to the toy train.
Then draw six (6) haystacks like the one today
in the picture. Choose six (6) “ay” words
and write them inside your haystacks. clay train

holiday
grain
crayfish
Sunday

waiting pains

afraid

may stray
faint
plays

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 10
f<n t&c tufcn
The letters “oa” and “oe” usually make a long “o” sound. Read the words under the pictures to
see what I mean.

Good. Now choose the word that fits best and circle it. (You may need to model how
to sound out words, for example, m-a-tt-r-e-ss, m-at-tr-ess.)

1. There are three green frogs in the (goat moat).

2. Paul fell off the fence and broke three (toes hoes).

3. Please help your father (toad load) the trailer.

4. I like a soft (foam loam) mattress on my bed.

5. She was cold because she left her (boat coat) at home.

120 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
I like the way you are sounding out the hard words. Now choose a list word to complete
the sentences.
List
1. Seals are asleep on top of the ice_.
goes
2. Some_are a real pest in the crops.
moan

3. Why does that brat_all the time? toads

4. Peter_to hockey practice on Sundays. soap

5. Use this to wash the dishes. floe

My Score You are doing very well!

Here are some more interesting words using the sound “oa”. See if you can complete
these sentences correctly.

1. Does the (poach coach) make you train each day?

2. We must wait until the (toast coast) is clear.

3. Steel pipes cannot (float bloat) in water.

4. Toads are (croaking groaning) in the moat.

5. Shane put a crumpet in the (toaster coaster).

Good reading! Now add the missing words for me please.

List
1. Jay has a bone stuck in his_.
cloak
2. The_hid his traps in a drain.
roast
3. Should we steam the duck or_it?
poacher
4. Jean has an ink stain on her best_.
floating
5. Many boats are___in the bay. throat

My Score That was excellent!

First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use.. Pembroke Publishers 121
 • Photocopy and cut into squares. The aim is to find rhyming pairs.
• Deal out 6 cards each. Put the remaining cards in a pile between players.
• Have the first go to model the procedure.
• Example: “I have mice, do you have the word that rhymes?” A correct match earns another
turn and returns the matching pair to the pile. An incorrect match loses a turn.
• The player to lose all their cards first, wins.

tray strayed
cray sprayed

foes coat
w boat
goes
4s.
crouch
jitf i|i. hissed
pouch kissed

scout fountains
spout mountains

bloating \y_j coached

floating poached

y fainting grain
painting train

122 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
 Using “ou” (“ow”)

f t&t

This lesson is about the letters “ou”, which usually make the sound “ow”, as in cow. Read the
picture words first to see some familiar examples.

loud

Good! Now choose the word in brackets that fits best. Make sure the sentence makes
sense.

1. Three men came (out pout) of the boat cabin.

2. Did you hear a (loud lout) bang yesterday?

3. Joan has eaten that bunch of (our sour) grapes.

4. The fat pig poked its (stout snout) in the drain.

5. Several girls are sitting on the (pouch couch).

First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers 123
Well done! Now read the list of words and work out where to write them.
List
1. Fay can_to one hundred.
about
2. This green teapot has a long_.
trout
3. Dan is going_fishing in the stream.
sound
4. Our teacher told us_cane toads.
count

5. Do not make a_while your sister is asleep. spout

My Score That was terrific reading!

Here are some useful hints to help you tackle unfamiliar words by yourself:
• Sound out the word if you can (for example, sh-out-ing).
• Look for small words inside long ones (for example, “rain” in “straining”).
• Read to the end of the sentence to find meaning clues.
Remember, the sentence must make sense.

1. Those black (snouts clouds) could bring rain.

2. Jean (sounds bounds) as if she is cross.

3. Why was Dad (shouting spouting) at you?

4. My sister likes to eat green (sprouts scouts).

5. Dogs are splashing in the (mountain fountain).

Great! Now let’s do something different. The words in the sentences below have been
mixed up. Try to unscramble them. To help you, each first word has a capital letter.

1. coffee nice ground is This.

2. sailing boats south are Seven.

3. sticks mush The in pig its the snout.

4. can a children Some count thousand to.

5. up They the trail mountain bikes on rode.

My Score Congratulations! That was just brilliant!

124 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
 • Join up the words below that rhyme.

prayed pounce
bounce slaying
brain spout
toad roasted
snout paint
found grain
coat strayed
boasted sound
faint road
playing moat

Using “oa” and “ou”

Write the “oa” words under the boat.
Write the “ou” words under the cloud.

mouth snout
toad
groan float

our coach
boast
sound counting

coast
about

First Aid for Reading © 1999. Permission for purchaser to copy for non-i■commercial classroom use. Pembroke Publishers 125
 32 Using “ed”
sight words: their people

fm til toXm
Did you know that the past tense ending “ed" has two different sounds? Read the picture words
to see what I mean.

The sight words are “their” (meaning belonging to them) and “people”. Choose the word
in brackets that fits best. Make sure the sentence makes sense.

1. People (filled killed) their plates with roast beef.

2. Who would like some (banned canned) peaches?

3. Shane (putted butted) his golf ball off the green.

4. A number of boats (failed sailed) into the bay.

5. The two girls (laced raced) each other home.

126 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
Good. Now write in the word that fits best in the space provided.
List
1. Do you still save_stamps?
tired
2. We were_of playing tennis.
kissed

3. Have the letters been_yet? trapped

4. My brother was_inside a mine. mailed

5. James_his mother when he left home. used

My Score Way to go!

Now for some more challenging words. If you have problems, remember to look for
what you know. Choose the word in brackets that fits best.

1. A small boy (slipped flipped) on the wet ground.

2. They (tracked cracked) the nuts with their teeth.

3. Our cat (chased traced) the mice under a bench.

4. Grace (groaned gloated) because she had a pain.

5. Who wants (dreamed steamed) rice with chicken?

Well done. Lastly, write in the missing letters. You will need to read the whole sentence
for meaning clues.

1. Some goats stray _ d away from the farm.

2. Bank tellers co _ nted up all the cash in the tills.

3. Fallen leaves flo _ ted on top of the water.

4. People scream _ d when their bus crashed.

5. I fell off the fence and sprai _ ed my left leg.

My Score That was excellent reading!

First Aid for Reading © 1999. Permission for purchaser to copy for non-i■commercial classroom use. Pembroke Publishers 127
 Sfoly Lt4UVh4 1~Z2

Paul felt foolish as he stood in front of his Grade 6 class. He had

to explain how to bake an apple pie for a project.

“First of all, you need about five green cooking apples,” he

began. “You cut them into slices and place them in a saucepan.
Mine are cooking over there on the stove now.”

Paul paused. Dense black smoke was starting to billow from the
saucepan. His fellow students tried hard not to laugh.

“Next, you need some pastry,” he said, showing everyone what

he had made the day before. The pastry looked awful. It was
grey and lumpy.

“Then you put it in the pie dish,”

he continued. He picked up the
pastry with grubby fingers and
pressed it into shape.

“Lastly, add the cooked apples

and bake.” Paul scraped black¬
ened apple pulp from the base of
the saucepan.

“Anyone for apple pie?” asked the class clown.

128 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
 10AAS77 Using “-y”, “-ey” (long “e”)
55 sight words:
police woman women
f<n tlj. Xi4*n

The letter ‘y can make a long “e” sound at the end of a word. Sometimes an “e” is needed as
well, as in “donkey”.

Read the picture words.

skippy

puppy

Today’s sight words are “police”, “woman”, and “women”. (Point out hew the apostrophe
is used in “brother’s” to show who the piggy bank belongs to). Choose the word in
brackets that makes more sense.

1. Sally raided her brother’s (piggy jelly) bank.

2. Cathy sat on the couch and sucked a (dolly lolly).

3. Take that (dusty rusty) bike to the garbage dump.

4. Granny will be (sixty sixteen) on Sunday.

5. We sailed around the coast on a (berry ferry).

First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers 129
Great! Now read the words in the list and write them in the correct spaces.
List
1. A brave_chased the bank robber.
hurry
2. The boys were_for being cheeky.
woman
3. Can we help_the cans of paint?
yummy
4. Jenny made a_coffee cake today.
sorry
5. Why were the police in such a_? carry

My Score Well done! That wasn’t hard, was it?

Here are some more words using “y” and “ey”. The letter “s” can be added to words
ending in “ey”. Look back at the pictures on page 129 to find out what happens to
words ending with “y”. Once again, work out which word in brackets fits best.

1. This (sloppy floppy) disk seems to be broken.

2. Mum put a (safety sticky) pin in the diaper.

3. Tammy dropped her (keys donkeys) in the moat.

4. (Twenty Plenty) of children are afraid of mice.

5. Give the (puppies poppies) small chunks of meat.

Well done! Now add the missing letters. You will need to read the whole sentence to
find meaning clues.

1. Harry has three fl _ ffy white rabbits in his shed.

2. Rats sc _ rry about under the shop counter.

3. Stack these canned peaches on the p _ ntry shelf.

4. Molly is playing sk _ ppy with her small sisters.

5. There has been another rob _ ery at the bank.

My Score Great! You are making excellent progress!

130 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
 lA'Pl&h’ "ZU Using “ar”
sight words: office busy

F t&l
Today’s lesson is about words using the letters “ar”, which usually make the sound “ar”as in car.
Look at the pictures for more examples.

The sight words you need to know are “office” and “busy”. Now circle the words in
brackets that make more sense.

1. Some children go to bed when it gets (lark dark).

2. The farmer carries hay into the (bam dam).

3. Dad always (parks marks) the car near his office.

4. Our dog (larks barks) loudly, but it does not bite.

5. A bus crashed into the side of the (march arch).

First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers 131
Good work! Read the list of words and write in the one that fits best in the space
provided.
List
1. Thunder and rain will not you.
busy
2. Kerry was very_ stocking the pantry.
harm
3. My mother made a berry _for tea.
tart
4. Our teacher helped us do the_sums.
cards
5. I will not play_with you if you cheat.

hard

My Score Excellent reading!

Here are some more challenging words for you. Read the sentences and choose the
correct word in brackets.

1. Bobby is invited to our next (party smarty).

2. The driver could not (spark start) his bus today.

3. Silly girls think it is (smart scarf) to shoplift.

4. (Farmers Charmers) are busy planting wheat.

5. I lost my lucky (shark charm) in the playground.

Great! Now add the missing letters if you can. Read the whole sentence first to find
meaning clues.

1. Everyone m _ rched as far as the crossroads.

2. The ga _ dener lost some seedlings in the frost.

3. Thousands of people attended m _ rket day.

4. Bart was al _ rmed when a donkey chased him.

5. Does your sister like going to kinderga _ ten?

Count the letters in the last word...wow!

My score You are making excellent progress!

132 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
 Using “ow”, contractions
sight word: buy

f-en tlx toXtn

The letters “ow” can make different sounds. Today’s lesson will cover words with the sound “ow”
as in “cow”. There are also examples of contractions (words joined together with an apostro¬
phe). Look for others in later lessons.

Read the picture words for me. The sight word is “buy”.

crown towel

Read the sentences and circle the words in brackets that make sense.

1. Where did you (guy buy) those smart jeans?

2. Our (town down) is far away in the mountains.

3. The bride chose a lace wedding (gown down).

4. A black dog (owls howls) outside the farm gate.

5. Do not let the (cows bows) into the garden.

First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers 133
Way to go! Now read the list of words, then write the correct word in the space provided.
List
1. An old woman has fallen_the steps.
row
*

2. Dad hired a funny_for my party.

clown
3. The teacher added another_to her chart. how

4. He’s playing in the bam with a_puppy. brown

5. _many candies can I buy with five dollars? down

My Score Very good reading!

Here are some more complex words using the sound “ow”. Complete the sentences in
the same way as before.

1. The prince was (crowned frowned) on Sunday.

2. Let’s pick a big bunch of (showers flowers).

3. People (crowded drowned) into the market.

4. Americans like eating clam (powder chowder).

5. A panther (clowned prowled) around the huts.

Now fill in the missing letters. You will need to read the whole sentence to find meaning
clues.

1. Three women d _ owned at the beach yesterday.

2. My tummy is gro _ ling because I am hungry.

3. Use this fluffy t _ w _ 1 when you have a shower.

4. What’s that brown po _ der on the pantry shelf?

5. The teacher f owned at me because I was late.

My score Fantastic!

134 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
 /x/iA^yh-
Using “ar” Using “ow”
Circle the words that use the sound Circle the words that use the
“ar”. Say all the words. sound “ow”. Say all the words.

arch Draw an alarm clock. plump

display owls
mound clown
throat powder
chart crouch
cards groans
thrilled frowned
shark chase
champ chowder
darker fainting

Using “y” and “ey”

Write the correct word underneath
each picture. Say all the words.

smelly

yummy

donkey

windy

ission for purchaser to copy for non-commercial classroom use . Pembroke Publishers 135
First Aid for Reading © 1999. Permission
 ! 0AAj*\A 2^ Using silent “e”
J>VJ sight words: Mr. Mrs

bottle
See if you can circle the words in brackets that fit best. The sentences must make
sense.

1. A hungry cat creeps into the empty (mouse house).

2. Fill up this empty (bottle bubble) with coffee.

3. Put some (cheese breeze) in the trap for the mice.

4. My (little battle) sister starts kindergarten today.

5. Our kitten played in a (muddle puddle) of water.

136 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
Well done! Now read the words and complete the sentences.

List
1. That tabby cat will get angry if you __it.
kettle
2. Mr. Jones drove his__ to the sale yards.
tease
3. Our car stopped in the ___ of the road.
rinse

4. __the sprouts in plenty of fresh water. cattle

5. A leaking_is really useless. middle

My score You are a star!

Here are more words using a final silent “e”. You can circle the words in brackets that fit
best.

1. Many people like to (paddle gamble) at the races.

2. Would you like a trip in a space (shuffle shuttle)?

3. The (candle handle) flickered before it went out.

4. Buy (twelve shelve) brown towels for presents.

5. Larry (stumbled mumbled) on the steep mountain path.

Way to go! Finally, add the missing letters. It is a good idea to read the whole sentence
to find meaning clues.
List
1. I’ve spilt some grease on my best_.
crumble
2. Kerry likes to up to her uncle.
snuggle

3. You_ when you have a bad cold. handlebars

4. Terry bent the of his bike. blouse

sniffle
5. Mrs. Lane made an apple

My score That was fantastic reading!

First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers 137
 U4404+ Tl Using “or”
sight words:
fast last past pass
. . Y'.

f~<n tix
This lesson shows how to read words using the sound “or”. There are other letter combinations
which make the same sound; you will learn them later in the program.

Read the picture words first.

Good. The sight words are “fast”, “last”, “past”, and “pass”. Read the sentences and
choose the correct word in brackets.

1. Uncle Norm likes to eat cake with a (cork fork).

2. Do not drive so (fast past) round sharp comers.

3. Would you please pass me some roast (pork dork)?

4. At least twelve boats are docked at the (fort port).

5. Many roses have very sharp (thorns horns).

138 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
Well done! Now choose the words that make sense.

1. The rider has tumbled off her __. List

2. Why do you tell such__ jokes? short

last
3. Our family went on a picnic_Sunday.
horse
4. We could_the crates under the house.
corny
5. These trousers are a little_for me.
store

My score

There are lots of interesting words using the sound “or”. Add the missing letters. You
may need to read the whole sentence first to find meaning clues.

1. Training for the athletic s _ orts starts shortly.

2. There are about twelve plants on our back p _ rch.

3. The shrubs on the co _ ner need to be pruned.

4. Danny and Len had the sniffles again this momi _ g.

5. The unlucky gambler lost a fort _ ne playing cards.

Terrific reading! This time, the words in the sentences have been jumbled. See if you
can write them in the correct order below. To help you, the first word has a capital letter.
Good luck!

1. needed is underwater for A swimming snorkel.

2. is train platform Our leaving the now .

3. clouds bring Those thunderstorms dark could .

4. my wish stop uncle snoring would I !

5. a children sand of out made fortress The .

My score That was brilliant!

First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers 139
 • Photocopy and cut into squares. The aim is to find rhyming pairs.
• Deal out 6 cards each. Put the remaining cards in a pile between players.
• Have the first go to model the procedure.
• Example: “I have mice, do you have the word that rhymes?” A correct match earns another
turn and returns the matching pair to the pile. An incorrect match loses a turn.
• The player to lose all their cards first, wins.

«fj showers
Hrr drown
flowers crown

snuffles
i jy fable
shuffles table

tom 10 harm
com farm

porch hotel
torch motel

f
skippy
whippy -4 * 4

parched
*'
t marched

carry hockey
JL
marry jockey

140 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
 iV

IM444* Z9 Long vowels

sight word: friend

fm til Mtn
You have already learned there are many ways to make long vowel sounds. In this lesson you
will find out some more. The sight word is “friend”; it is tricky because of the silent “i”. Read the
picture words for me. Explain that a “biro” is a type of ball point pen.

Read the sentences below and circle the correct word in

brackets. Remember, it must make sense.

1. Where did you (mind find) those empty bottles?

2. It would be (crazy lazy) to drink and drive.

3. Ruth is in the (relay delay) race this morning.

4. That (baby lady) always has a wet diaper.

5. Most teenagers like very loud (babies music).

1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers 141
First Aid for Reading
Great! Now read the list of words and write in the one that fits best.

1. What_of muffins do you prefer? List

both
2. _coffee tables need to be painted.
April
3. Jade said_but we ignored her.
post
4 Our holidays start in the middle of_.
hello
5. Tony collected the mail from the_office.
kind

My score Excellent reading!

If a word is unfamiliar, it sometimes helps to work out the sound of the vowel or vowels.
A useful rule to remember is that words with a double consonant nearly always have a
short vowel (for example, “slippers” and “running”). Words using “ck” and “sh” also have
short vowels (for example, “sick” and “crash”). Read the sentences below and circle the
correct word.

1. Place all the cards face down on the (fable table).

2. David is afraid of (spiders sliders) and earwigs.

3. The farmer shot a wild pig with his (trifle rifle).

4. Corey (grinds blinds) his teeth when he is angry.

5. Your plane (departs reports) in twenty minutes.

You are going really well. Now add the missing letters. It may help to read the whole
sentence first to find meaning clues.

1. The hoste _ s offered her visitors some coffee.

2. My friends and I had a sup _ r time at the party.

3. You can buy cl _ thes at this department store.

4. Gr _ vy tastes nice with roast beef or chicken.

5. Two wild horses have escaped from the st _ bles.

My score Wonderful!

142 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
 Q^n^i 9>
• Photocopy and cut into squares. The aim is to find rhyming pairs.
• Deal out 6 cards each. Put the remaining cards in a pile between players.
• Have the first go to model the procedure.
• Example: “I have mice, do you have the word that rhymes?” A correct match earns another
turn and returns the matching pair to the pile. An incorrect match loses a turn.
• The player to lose all their cards first, wins.

make mute
rake cute

like hope
bike rope

spoke ' >%- five

\
smoke drive

dunes pipes
V* ^ *

tunes stripes

pride drapes

bride grapes

grove grave

trove brave

■commercial classroom use. Pembroke Publishers 143

First Aid for Reading © 1999. Permission for purchaser to copy for non
 Using “on” (un)
\m4C4* sight words: father rather

f<n %(jl tt*Un

In some words, “on” sounds like “un”. In others, the vowel is almost silent. Look at the picture
words to see what I mean. The sight words today are “father” and “rather”.

Read the sentences and circle the word in brackets that fits the meaning.

1. Which team (son won) the soccer game last Friday?

2. Are there any ripe (felons melons) for dinner?

3. My father prefers (honey money) on his toast.

4. Lois is waiting at the (front fort) of the platform.

5. The greedy boy ate a (carton carbon) of ice-cream.

144 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
Very good! Now read the list and write in the missing words. You may need to read the
whole sentence to find meaning clues.
List
1. Mum grated __
__ rind for the apple tart.
sons
2. Uncle Simon thinks both his_are lazy.
wonder

3. I__ why the music has stopped? bacon

4. My father has not the shopping yet. done

5. These slices of seem rather salty. lemon

My score That was great!

Complete the sentences below in the usual way. Remember, they must make sense.

1. A (donkey monkey) is swinging from the branch.

2. Brian will visit his family in (London Monday).

3. I found the (button mutton) missing from my shorts.

4. July is in the middle of our summer (reason season).

5. Sharon won a (ribbon robin) in the final event.

Well done! Finally, add the missing letters. You may need to read to the end of the
sentence to find meaning clues.

1. The greedy glut _ on gobbled up six bits of bacon.

2. A felon is a per _ on who has committed a crime.

3. Our trip to Florida last month was w _ nderful.

4. A cannonb _ 11 was fired from the front of the fort.

5. Put more waterm _ Ion slices on the empty platter.

My score Well done!

First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers 145
 \j446i* fyO Using “oo”
sight word: platypus

f<n tfU ti*ten

Did you know that double “o” can make two quite different sounds? Read the picture words to
see what I mean.

Today’s sight word is “platypus”. See if you can circle the word in brackets that fits best.

1. Would you rather have a (moo cool) or a hot drink?

2. Sharon said she is able to (look cook) eggs and bacon.

3. The heated (pool tool) opens on Monday morning.

4. Red Riding (Hood good) picked flowers for Granny.

5. Hang your clothes on the (moon hook) over there.

146 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
Way to go! Now read the list of words and write in the one that fits best in the space
provided.
List
1. My friend Jason has a rotten
stood
2. Can you see the on the top branch? tooth

3. The teacher in front of the room. shook

4. We’ll need a to reach the top shelf. stool

raccoon
5. Sandy_ a dozen apricots off the tree.

My score Another fine effort! Keep it up.

Choose the correct word in brackets.

1. My little brother starts (spool school) on Monday.

2. Rifle (hooters shooters) are hunting in the forest.

3. The bride and (broom groom) are on honeymoon.

4. Some rotten (chooks crooks) stole all our money.

5. Leon’s (balloon teaspoon) drifted into a puddle.

Good! Now try to add the missing letters. Don’t forget to read the whole sentence to find
meaning clues.

1. I wonder if these are m _ shrooms or toadstools?

2. Only Simon unders _ ood the reason for my anger.

3. Both kang _ roos have a tiny joey in their pouch.

4. We sto _ ped down to pick up a dozen lemons.

5. A plat _ pus is making its nest under the river bank.

My score Well done!

First Aid for Reading © 1999. Permission for purchaser to copy for non-i■commercial classroom use. Pembroke Publishers 1 47
 \

carton
Using “on” and “oo”
Join all the “on” words to the cannon
branches and trunk of the lemon
tree. Say ail the words.

monkeys

melon wondering

money reason

front
bacon

The tube of toothpaste is oozing!

Think of at least eight words using
the sound “oo” and write them
along the edges of the toothpaste.

148 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
 \M444* 41 Using “ie”, “y” (long “i”)
sight word: eye

fen til t*4m.

The letters “ie” usually make a long “i” sound. The letter “y” at the end of a word can make either
a long “e” as in “happy” or a long “i” as in “fly”. In this lesson the new words have an “i” sound.
Our sight word is “eye”.

Read the picture words first.

/Tyv-

cloudy sky
Choose the word in brackets that fits best.

1. I wonder if a dragon (fly flies) breathes fire?

2. The (sky skies) is overcast, so it could soon rain.

3. (Pie Tie) up the present with this pink ribbon.

4. Judy (try tried) to read the book to her brother.

5. The baby (cry cried) because he had sore eyes.

First Aid for Reading © 1999. Permission

for purchaser to copy for non-commercial classroom use. Pembroke Publishers 149
That was easy for you. Now read the list of words and fill in the gaps in the sentences.

1. I can_on my friends when I need help. List

dried
2. Soak the_mushrooms in cool w&ter.
lied
3. _have stolen secret plans from the safe.
shy
4. The crooks_to police about the robbery.
spies
5. A horse may_if it is startled by thunder.
rely

My score Good work!

Did you notice that if you change base words ending in “y” (long “i”) to make a plural or
change the tense, the “y” is replaced with “ies” or “ied”? If not, check out the first exer¬
cise on the previous page. Now try to work out what the missing letters are and write
them in. You may need to read the whole sentence to find meaning clues.

1. Our damp trousers are d _ ying on the clothes line.

2. The school has an ample su _ ply of pens and paper.

3. Your brother must app _ y for help at the front office.

4. Shannon’s bedroom looked like a p _ gsty this morning.

5. Have you r _ plied to Uncle Simon’s last letter yet?

Well done. Now let’s see if you can unscramble the words to make sentences. To help
you, the first words have capital letters. Write the sentences in the space below.

1. bacon wonderful That smells fried just.

2. flying is Craig next south Monday.

3. father job Is applying the for?

4. terrified that would crooks our were steal cash We.

5. our Mum buys supermarket in supplies the usually.

My score You are a star!

150 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
 $t<yiy LtW(*h4

4 OdJUlty
Kelly’s uncle built her a cubby for her ninth birthday. It was on a
platform near the boundary fence, a long way from the main farm
house.
Kelly invited twelve friends to a grand opening party. She hung
paper streamers from the platform and spent a small fortune on
nibbles and drinks.
The children played loud music and gobbled up all the food. They
did not notice black storm clouds gathering outside. Soon the wind
was howling and thunder crashing. Rain streamed down in torrents.
Kelly and her friends huddled close together. It was really dark
 £f2 Using “aw”, “au” (or)
sight word: engine

The sound “or” can be made with “aw” and “au”. When you see a word with “aw” in it, think of
“saw”. When you see “au”, think of “sauce”. The sight word today is “engine”.

Read the sentences and choose the correct words in brackets. (You may need to explain
the meaning of “flaws”.)

1. Paul tried to trim the branch with a blunt (paw saw).

2. Do supermarkets supply (raw law) meat for animals?

3. The cloth used in cheap jeans may have (flaws claws).

4. Duck shooters usually start hunting at (lawn dawn).

5. Sally (pawns yawns) when she gets tired or bored.

152 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
Great! Now read the list of words and fill in the spaces. You may need to read the whole
sentence to find meaning clues.
List
1. Is there plenty of clean . in the stable?
haul
2. Please pass the bottle of for my ice-cream.
straw
3. Use a cart to the garbage away. cause
4. His motorbike _must be replaced soon. sauce

5. Careless driving was the _of the smash. engine

My score Excellent reading!

Here are some more difficult words using “aw” and “au”. Read the sentences and choose
the correct words in brackets.

1. My baby sister can (bawl crawl) from the kitchen to the family room.

2. Everyone said the spooky house was (haunted taunted).

3. The artist has (brawn drawn) some spotted toadstools.

4. Thousands of ants are (crawling brawling) everywhere.

5. Put those smelly clothes in the (launder laundry).

You are doing really well! Now add the missing letters. You may need to read the whole
sentence to find meaning clues.

1. Most cooks prefer to use stainless steel s _ ucepans.

2. Our summer months are June, July and A _ gust.

3. This engine will soon need a complete overha _ 1.

4. A spaceship was 1 _ unched last Friday morning.

5. The captain of the fishing tr _ wler drowned yesterday.

My score You are doing really well!

First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers 1 53
 Using “aw” and “au”
Draw pictures to match the words.

bawl

paw

dawn

saw awful

crawl
Write the “au” words under the
saucepans. Say all the words.

Paul sauce pause haunted laundry August

154 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
 lzammk
vrun- *f_? bZ sight word:(ion9
Using “ow”
weird

f ■tn X&t t<*ten

You have already learned the sound “ow" as in “cow". The same letters can also make a long
o sound. Look at the pictures for examples. The sight word is “weird”.

Now read the sentences and choose the correct words

in brackets. The sight word is “weird”.

1. Both boys refused to (tow mow) the front lawn.

2. Please (stow show) us how to start this engine.

3. If you (glow blow) your nose too hard, it could bleed.

4. Paula likes to paint (snowy slow) mountain slopes.

5. The farmer has (grown shown) a fine wheat crop.

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Way to go! Read the words and write them in the correct space.
List
1. _the muddy pants into the laundry basin. slowed

2. The racing cars_down at the comers. window

3. Open the if the bedroom is stuffy. narrow

throw
4. A path leads to the haunted house.
weird
5. Something _ happened last August.

My score Well done!

Here are some more challenging examples of words using “ow”. See if you can add the
missing letters. It is a good idea to read the whole sentence to look for meaning clues.

1. An angry teacher b _ llowed at the cheeky girls.

2. Toddlers paddled in the sh _ llow water of the lake.

3. The vet fed the baby s _ arrow with an eyedropper.

4. Children were throwing snowb _ 11s at each other.

5. Our wheelbar _ ow is very rusty.

Great! Finally, try to unscramble the words to make sentences. To help you, the first
words have capital letters. Write the sentences below.

1. snowman nose carrot a had Our cute.

2. trunk nesting Possums in hollow that are tree.

3. problems when burrows Rabbits they cause dig.

4. overflowed tank from last their Water year.

5. pink to Use decorate marshmallows trifle the.

My score Brilliant!

1 56 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
• Join up the words that rhyme.

hurry parched
charmed crumble
cable sunny
marched scored
frowning scurry
grumble finder
minder most
snored drowning
post harmed
funny fable

candles clothes
• Write captions under the pictures.
stormy trifle

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 Im4€4* Iffy Using “oy”, “oi” (oy)
sight words: flood blood

fen to£&\
The letter combinations “oy” and “oi” make exactly the same sound. Try to think of “boy” or “oil”
when you see those letters in a word.

Read the sentences and decide which words in brackets fit best. The sight words are
“blood” and “flood”.

1. Twenty (toys boys) went sailing on the motor launch.

2. (Soy Joy) sauce is nice on noodles and fried rice.

3. The wheels of my bike skidded in a pool of (oil foil).

4. Ask Dan to make coffee when the kettle (boils oinks).

5. We expect the river will (blood flood) again soon.

158 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
Good work! Now read the list of words and write in the one that fits best.

List
1. Take plenty of__ to the laundromat.
coils
2. Carrots and parsnips do not need rich__ .
join

3- _made a wooden engine for the baby. coins

4. Tony is going to __the Scouts next month. Troy

soil
5. We hauled the_of plastic pipe in a wheelbarrow.

My score Great reading!

Read the sentences and decide which words in brackets fit best. Circle the correct
answers.

1. Did everybody (annoy enjoy) the music at the dance?

2. A weird (poise noise) came from the narrow tunnel.

3. Paula is (loyal royal) to most of her friends at school

4. Chocolate cake tastes nicest when it is (hoist moist).

5. It is very rude to (joint point) your finger at others.

Excellent! Now add the missing letters. Don’t forget to read the whole sentence to find
meaning clues.

1. Raw o _ sters and crayfish can make some people ill.

2. Sp _ ilt children are likely to cry for no reason at all.

3. Store bottles of po _ son out of reach of toddlers.

4. The menu offers a ch _ ice of roast chicken or beef.

5. Did the crooks destr _ y the evidence of their crime?

My score Super reading!

First Aid for Reading © 1999. Permission for purchaser to copy for non-i■commercial classroom use. Pembroke Publishers 159
 \

Using ‘ ‘oy” and “oi” noise

The “oy” and “oi” words are all mixed up. boy points
Find the “oy” words first and circle them.
Then draw boxes around the “oi” words. coy
soil enjoyed
joyful
foil
Troy coils

boiled destroy

• Join up the words that rhyme.

mutton cried
claws button
fried taunt
received season
fellow flaws
crows deceived
jaunt caused
paused yellow
reason groom
broom grows

160 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
 Using “ge” (j)
sight words: machine iron

f<n t*£o\

The letter “g” can make the sound “j” when it is combined with an “e”. Today’s sight words are
machine and “iron”.

page

cage
fridge

large

Read the sentences and decide which words in brackets fit best. Circle the correct
answers.

1. Carmel is paid a small (age wage) for babysitting.

2. A tiger has escaped from its (cage rage) at the zoo.

3. She lost a (huge rude) amount of blood in the accident.

4. I enjoyed the last (sage page) of the book best of all.

5. It took only a second to (irons iron) the yellow tie.

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That was easy for you! Now read the list of words and decide which one fits best in the
space provided.

1. _is sometimes used for seasoning. sage

2. Remember to oil that_monthly. edge

3. The hungry boy asked for a_meat pie. stage

machine
4. A leaking pen spoiled the_of my page.
large
5. We applauded the actors as they left the_

My score Very good reading!

Many interesting words can be made using the letters “ge”. Read the sentences and
decide which words in brackets fit best. Circle the correct answers.

1. Dad replaced the rusty (binge hinge) on the gate.

2. I can make chocolate (budge fudge) without your help.

3. Floods swept the wooden (fridge bridge) downstream.

4. Seals and sea lions (plunged lunged) into the icy waters.

5. Never get in a car with a complete (ranger stranger).

Good work! Now add the missing letters. You may need to read the whole sentence to
find meaning clues.

1. I was annoyed because Joy ch _ nged her mind twice.

2. Several teen _ gers were lost while on a camping trip.

3. Police have destroyed all the for _ ed bank notes.

4. That jacket with long frin _ es at the bottom looks cool.

5. Can we exc _ ange this video for another one please?

My score Excellent!

162 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
 1*4404* 46 Using “ir”, “or’
(er)
‘ur’

f en tix tidtn

There are four ways of making the sound “er”. The most common one uses “e” and “r”
but you can use all the other vowels with T except “a”. Look at the picture words first.

Read the sentences and decide which words in brackets fit

best. Circle the correct answers.

1. Sally enjoyed stroking her kitten’s soft (fir fur) coat.

2. Their old fridge no longer (works words) properly.

3. Two (birds bums) are nesting on my window ledge.

4. The toddler (furls curls) up on the couch to sleep.

5. (Dirt Hurt) and mud have soiled the carpet.

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Good! Now read the list and decide where the words should go. Write them in.
List
1. The hedgehog was_in the bush fire.
burned
%

2. Baby possums are cute, _animals.

hurled
3. Hunters_spears at the huge bear. third

4. One_of the bank notes were forged. shirt

5. Dad looks strange in his yellow, flowery_ furry

My score Terrific reading!

You are making excellent progress. Before you try the more difficult words on this page,
which vowel can’t be used to make the sound “er”? Good! Read the sentences and
decide which words in brackets fit best. Circle the correct answers.

1. How much are those engines (worth worst)?

2. The (chum church) service starts at ten o’clock.

3. (Thirty Thirsty) birds were released from the cage.

4. The wooden bridge (burst burned) into flames.

5. David wanted a ham (murder burger) for dinner.

Correct! Can you add the missing letters? You should read the whole sentence first to
find meaning clues.

1. Workers stoked the f _ mace with chopped wood.

2. Mum was bu _ sting with pride when I won the race.

3. My ninth birt _ day party is on Saturday afternoon.

4. Why did they spoil the fridge by painting it pu _ pie?

5. The m _ rderer was sentenced to life imprisonment.

My score You are a star!

164 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
7&
Last Saturday, King Curly invited about thirty people to a banquet at the
royal palace. His servants had worked for weeks till every surface glowed.
Tables were covered with huge platters of fresh oysters, cheese, and other
fine foods. Casks of wine lined the entrance hall.

The hungry guests arrived at the edge of the moat.

“Lower the drawbridge!” ordered King Curly.

Rusty chains clanked and

hinges creaked as two strong
servants turned the handles.
Suddenly the chains, which
had not been oiled for years,
snapped. The heavy draw¬
bridge crashed into the moat,
squirting muddy water over
the crowd. Women squealed
with annoyance as their
expensive gowns were
soaked.

King Curly was furious.

“The royal banquet is

cancelled!” he bellowed,
and his disappointed
guests returned to their
homes.

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 • Join up the words that rhyme.

cause sorrow
loyalty hurting
felon scooped
boiled royalty
curling paunch
forged flirt
dirt pause
launch gorged
borrow melon
stooped soiled

clap
• Write captions under the pictures.
flying
cherry pie
strawberry

166 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
 Using “qu” (kw)
1*4444* If) sight words: great break steak

f<n tfa
The letter “q” is followed by a “u” and generally makes the sound “kw”. The letter combination
“ea” sometimes makes a long “a” sound, as in the sight words. What sound does it usually
make? (Tutor: Write the word “eat” if necessary.)

liquid

squirts

Read the sentences and complete them in the usual way.

1. The (quits quins) were bom on the first of August.

2. There is a choice of (stake steak) or trout for dinner.

3. Kirk had a (great grate) time throwing snowballs.

4. Dad (quiz quit) work because he burned both arms.

queen
5. Be (quick quack) or we will have the worst seats.

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Choose a list word to complete these sentences.

List
1. The wicked_was locked in a dungeon
quilt
2. Mum let me choose my own_last year.
queen
3. You look_without your front teeth. queer

4. The greedy man gobbled up a huge_ steak

5. Our carpet is_dirty around the edges. quite

My score Wonderful!
That wasn’t hard, was it? Now add the missing letters. You may need to read the whole
sentence to find meaning clues.

1. Sq _ eeze oranges and lemons to make a cold drink.

2. Boiling water squ _ rted from the broken pipes.

3. Ice-cream turns into a liq _ id when it is melted.

4. Colin has been fined for bre _ king the speed limit.

5. Can you hear mice s _ ueaking between the walls?

Great!
This time I want you to unscramble the words to make sentences. Write them in the
space below. To help you, the first words have capital letters.

1. squeaks bike needs it because My oiling .

2. women elevator tried Thirty into to the squeeze .

3. time had Everybody a at party great the .

4. are in Ducks flooded quacking creek the .

5. banquet held was The wedding church in our hall.

My score Brilliant!

168 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
 Using “tch” (ch)
sight words: watch once

f<n tit t*4&i

The sound “ch" was introduced earlier in this program. Sometimes you need the letter V as well
to make the same sound. Today’s sight words are “watch”and “once”. __

Choose the correct words in brackets.

1. Once the (hatch match) was over, we returned home.

2. Mum is buying me a (watch catch) for my birthday.

3. A (ditch witch) was flying over the roof on a broom.

4. (Patch Latch) up the quilt with matching cotton.

5. Hungry workers ate a (batch botch) of cream cakes.

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Read the list of words and write in the one that fits best.
List
1. We_owned a different kind of car.
\ hutch

2. Dig the_quickly before the rain starts itchy

3. This rabbit_needs frequent cleaning. latch

4. _the gate or the chickens will get out. once

ditch
5. Rub your_sores with this ointment.

My score Great reading!

Choose the correct words in brackets.

1. That (stitch sketch) of a haunted house is great!

2. Try not to (snatch scratch) yourself on the face.

3. The (clutch clinch) on our car no longer works.

4. Turn off the (witch switch) before leaving the room.

5. The quins wore (matching patching) shirts and pants.

Now add the missing letters if you can. It is a good idea to read the whole sentence to
find meaning clues.

1. Three c _ tches were dropped in the first inning.

2. Elastic will str _ tch if you tug it from both ends.

3. Dad w _ tched the baby while Mum did the laundry.

4. I’ll need cru _ ches when I come out of hospital.

5. Curt sn tched food from his little brother and sister.

My score Impressive!

170 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
 Q**hi
• Photocopy and cut into squares. The aim is to find rhyming pairs.
• Deal out 6 cards each. Put the remaining cards in a pile between players.
• Have the first go to model the procedure.
• Example: “I have mice, do you have the word that rhymes?” A correct match earns another
turn and returns the matching pair to the pile. An incorrect match loses a turn.
• The player to lose all their cards first, wins.

squirt hurled
shirt curled

twitch clutches
switch crutches

<M> pears
bears
healthy
wealthy

loyalty boiled

royalty coiled

fridge cage

bridge page

blood break

flood

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 Using “ea” (short “e”)
sight words: glass class grass

f<n tfjL tiUtn

When two vowels are joined together, the first letter is usually heard as a long vowel, for
example “pain” and “leaf”. In some words the first vowel has a short sound. Look at the
pictures for examples.

wealth
Choose the correct words in brackets. Our sight words are “glass”, “grass”, and “class”.

1. The teacher (read lead) a great story to our class yesterday.

2. We found the carcass of a (deaf dead) rat in the engine.

3. I wouldn’t like to be attacked by a wild (bear tear).

4. The (head deaf) woman turned off her hearing aid.

5. Watch out for traffic on the road (behead ahead).

172 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
Well done! Now read the words and write the one that fits best in the space available.

List
1• ---is wasted if you bum your toast.
heavy
2. Digging ditches is very_work. lead

3. These jeans should stretch as you_them. bread

4. I when I run in a long distance race. wear

5. sweat
is a poison, so do not swallow it.

My score Impressive!
There are lots of interesting words using the sound “ea”. Here are some of them. Choose
the correct words in brackets.

1. (Heather Weather) grows wild in parts of Scotland.

2. Who’s (threading treading) dirt all over the carpet?

3. (Wealthy Healthy) people drink a glass of milk daily.

4. Help Mum (dread spread) butter on the sliced bread.

5. Take a deep (breath sweater) before diving underwater.

Way to go! Lastly, add the missing letters. Don’t forget to read the whole sentence for
meaning clues.

1. Our school came third in the br _ ast stroke relay.

2. Heather was bitten by a d _ adly snake in the grass.

3. Dad was grumpy because his steak was dre _ adful.

4. Mitch will be punished for _ wearing at the teacher.

5. Would you prefer bacon and eggs for b _ eakfast?

My score You are definitely improving!

First Aid for Reading © 1999. Permission for purchaser to copy for non-i•commercial classroom use. Pembroke Publishers 173
 Using “qu”, “tch”, and “ea” (e) noisy unhealthy
Write opposites of the words in the drop solid
list under the pictures. Some letters
have been supplied to help you.
unstitch unlatched

1_uid

_1 __t
Sketch the following words in the
empty boxes: Label the boxes.

matches

bear

breakfast

queen

quilt

bread

174 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
 \M4*Vh> SO Using “ue”, “ew”, “y”
(short “i”)
sight words: sure cruel

tfa Ut<n
The letter combinations “ue” and “ew” can make a long “u” sound or an “oo” sound. The letter “y”
sometimes makes a short “i” sound. Look at the pictures for examples. Today’s sight words are
“sure” and “cruel”.

crystal ball clue

mystery

Choose the correct words in brackets. The sight words are sure
and “cruel”.

1. A (dew few) people huddled together after the funeral.

2. Our cottage has been painted purple and (clue blue).

3. (Glue True) can sometimes be used instead of nails.

4. The (crew brew) worked quickly to mend the bridge.

5. That was the worst (stew spew) I have ever tasted!

for non-commercial classroom use. Pembroke Publishers 175

First Aid for Reading © 1999. Permission for purchaser to copy
Good reading! Read the list of words and decide where to write them.

List
1. Did you hear the_about the death threats?
%
sure

2. Vandals were_for damage to property. flew

3. The wealthy man_his own helicopter. sued

4. Are you quite_ they are not toadstools? chew

news
5. _your steak well or you may choke on it

My score Well done!

Let’s try some more challenging words now. Don’t forget that the letter “y” can make a
short “i” sound. Choose the correct words in brackets.

1. Sue (threw chew) some stale bread to the blackbirds.

2. The crew was (rescued unglued) from the burning ship.

3. We were most impressed with the new football (value venue).

4. Village streets were (stewed strewn) with garbage.

5. Police solved the (myth mystery) of the forged notes.

Super! Now add the missing letters. You may need to read the whole sentence to find
meaning clues.

1. The fortune teller looked deep into her cr _ stal ball.

2. Use a sk _ wer to check that the turkey is cooked.

3. Stewart is really cru _ el to animals.

4. The queen wore her jew _ Is to the royal banquet.

5. Please cont _ nue to eat your breakfast while I wait.

My score You did it!

176 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
 \M444* SI Using “ph” (f) and “o”
(short “u”)
sight word: among

f-en tfai tufci

The letters “ph” make the sound T. The letter “o” can make the same sound as a short “u”, as
we have already seen in Lesson 39. Look at the picture words below. Today’s sight word is
“among”.

elephant
alphabet
Choose the correct word in brackets and circle it.

1. A white (dove love) flew over the cottage.

2. Glue the (phone photo) in the front of the album

3. Mum baked a cake in the (oven govern).

4. (Shove Glove) the broken crystal beads into the bin.

5. The (lover plover) laid its clutch of eggs under a hedge

for non-commercial classroom use. Pembroke Publishers 177

First Aid for Reading © 1999. Permission for purchaser to copy
Good work! Read the list of words and write in the correct answers. You may need to
read the whole sentence for meaning clues.
List
1. your body with plenty of sunscreen.
Ralph

2. An _has no mother or father. cover

is the fastest athlete in the world. orphan

above
4. The plane flew well the clouds.
among
5. We could share the jewels ourselves.

My score Keep it up!

Here are some more difficult words for you to tackle. Choose the correct word in
brackets and circle it.

1. Two boys (shovelled shoved) each other off the stage.

2. Our (elephant alphabet) has twenty six letters.

3. The new boxing champ won a crystal (trophy photo).

4. Phil collects (Phantom pheasant) comics for a hobby.

5. What did you (recover discover) about Greek myths?

Terrific! Now add the missing letters. Remember, it is a good idea to read the whole
sentence to find meaning clues.

1. The el _ phant was exhausted after hauling timber.

2. Stewart was oip _ aned at the age of thirteen.

3. Has your father rec _ vered from surgery to his back?

4. My ph _ tograph of a swooping hawk shared first prize.

5. Sue loves to sm _ ther her meat pie with tomato sauce.

My score You are amazing!

178 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
 ^SAJ*4*44* ljLi4*Vb> S>1
Using “o” (short “u”)
and “ph”(“f”)
Draw pictures of the following words in
the empty boxes. Label the boxes.

glove

trophy

photo

shovel

elephant

money plover
The answers to the questions are in this
shove Columbus
list of words.
alphabet orphan

1. Who discovered America?-

2. What name is given to a child with no mother or father?-

3. What is another word for push?-

4. Which bird makes its nest on the ground?-

5. What has 26 letters?_

6. What does a wealthy person have plenty of?-

AU tor 0 1999, Peirmsston to, purd™, » d>P9 «««■»»“ “ P™b'°ke 179

 S2 Using “air”
sight words:
accident pretty garage

f<yi t&i
The letters “air” make the sound “air”. There are some examples on this page. Our sight words
are “accident”, “pretty”, and “garage”.

Choose the correct word in brackets and circle it. (You may need to
model how to sound out words, for example, ar-tis-tic).

1. Everyone loves this fresh mountain (air lair).

2. Joy has curly blonde (fair hair) and sparkling blue eyes.

3. I left a (pair air) of leather gloves in the telephone booth.

4. Balloons flew above the (lair fair) ground on Tuesday.

5. Little children usually adore reading (fairy dairy) tales.

180 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
Well done! Read the list of words and write in the correct answers.

List
1. We may cover the_ case with new carpet.
pretty

2. _of elephants hauled timber to the river. hairy

3. I am_sure my photo will win first prize. lairs

4. Hunters trapped a number of foxes in their_. pairs

stair
5. Spider monkeys have small,_bodies.

My score Great!

Now for some more words using the sound “air”. Choose the correct word in brackets
and circle it. (You may need to explain the word ‘Hair’).

1. Artistic (flair chair) is needed to carve marble statues.

2. The garage was unable to (unfair repair) our clutch.

3. Some animals are completely (airless hairless).

4. Princess Grace was the (fairest fairer) of them all.

5. We are (fairly fairy) confident we will win a few trophies.

Correct! Now fill in the missing letters. Don’t forget to read the whole sentence to find
meaning clues.

1. Where did your mother buy this lovely leather c _ air?

2. Two dreadful acc _ dents were caused by bad weather.

3. Claire was unf _ irly blamed for breaking the crystal glass.

4. There are long delays at the air _ ort because of heavy fog.

5. Ralph is re _ airing the damage done by vandals.

My score That was excellent reading!

:. Pembroke Publishers 181

First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use.
 IMMH* S3 Using “ie” (long “e”)
“u” (oo)
sight word: through

f-en tit ti*t<n

In an earlier lesson, I explained that when two vowels are joined together, the first one usually
makes a long vowel sound. Today we will be learning some words where this rule is not followed.
Look at the pictures to see what I mean.

chief

Our sight word today is “through”.

Choose the correct word in brackets and circle it.

1. What was the (chief grief) reason for the accident?

2. Local farmers plant their (fields yields) with wheat.

3. A (brief thief) stole the wealthy woman’s jewels.

4. It was a (belief relief) when the repairs were done.

5. There was only a (grief brief) delay at the airport.

182 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
Well done! Choose the word that fits best and write it in the space provided.

List
1. Alice stepped_the looking glass.
briefly
2. The mother elephant _for her dead baby.
through
3. A phantom appeared_in my dream.
grieved
4. Philip would not_a word I said.
thieves

5. Police are sure they will catch the_. believe

My score That was pretty easy for you!

Choose the correct word in brackets and circle it.

1. Our (retriever reliever) loves to fetch balls and sticks.

2. Susie (pushed bushed) the packages off the armchair.

3. The (priest briefcase) made his sermon quite interesting.

4. Where did you leave your woollen (pullover bulldozer)?

5. The officer (fielded shielded) himself from the gunfire.

Terrific! Now add the missing letters. Read the whole sentence to find meaning
clues.

1. Hurry thr _ ugh the turnstile before the shop is full of people.

2. Connie didn’t bel _ eve my story about a hairy monster.

3. Two unlucky gold miners were amb _ shed by thieves.

4. I shri _ ked with terror when the staircase collapsed.

5. Everyone was rel _ eved when the money was recovered.

Did you notice that some words ending with “f” changed when made plural or into a
verb? For example, “thief” became “thieves” and “belief” became “believe”.

My score You are a legend!

First Aid for Reading © 1999. Permission for purchaser to copy for non-i■commercial classroom use. Pembroke Publishers 183
 f"\4& 10
•The rules for this Fish Game are the same as the rhyming fish games. See Fish Game 9
on page 171.

field relief
'd -
s] lield belief

infection
3
traction
4
injectioia fraction

lair dairy
c hair hairy

drew i^gOL— _ blue

glue

shove covers
glove lovers

jw
.v,
./
i
/
eoay
etT* , ,
1/
if
throne leather
V
phone weather
•Try making your own cards with the following words: crying, drying, fried, tried, launch,
paunch, draw, straw, barrow, sparrow, pillow, willow, felon, melon, season, reason, school,
pool, book, took, crawling, drawling, haunted, taunted. If you want, you can illustrate your
cards.

184 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
 lAA'Ultx <ZL Usin9 “Sion”, “tion” (“shun”)
sight word: auction

f at t&i tatat

Today s lesson is really challenging. We will be learning about words using “sion” and “tion”
to make the sound “shun”. Look at the pictures to see some examples. The sight word is
auction .

2. The world is made up of different (notions nations). ^fiction

3. Truth is sometimes even stranger than (fiction friction)

4. Cross the rickety bridge with great (caution auction).

5. There was (tension pension) until the match ended.

First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers 185
You did it! Now choose the word that fits best and write it in the space provided.

1. Blair had an accident at the railway_.

station
2. My wealthy uncle lives in a huge_
auction
3. This_should help relieve itching.
mansion
4. Mum wants to buy a chair at the_
lotion
5. Did I_that I saw three deer today?
mention

My score Fantastic reading!

Here are some more words using “tion” and “sion” to make the sound “shun”. If you get
stuck, sound out, look for smaller words inside the longer words, or read on. Choose
the correct word in brackets and circle it.

1. The vet gave my sick puppy an (infection injection).

2. Kelly’s leg was in (fraction traction) after the accident.

3. Check the meaning of words in a (television dictionary)

4. This store has a good (selection confection) of videos.

5. Dad’s stamp (collection reduction) is worth a fortune.

Finally, see if you can unscramble the sentences. Do it orally first, then write down your
answers below.

1. watch Did television you Saturday on ?

2. broken burglars The into mansion was by .

3. insects by can Infections spread be .

4. the to Oil engine friction prevent.

5. any Are doing fractions good you at ?

My score Excellent!

186 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
High in the mountains of Tibet, Terry Cooper was on the trail of a yeti. His plan
was to capture one in a cage and charge everyone to see it. He was sure he would
make a fortune!

People in the villages stared in amazement as Terry hurried past. His poor team
followed, weighed down with heavy packs, and at the rear was the bamboo cage
hauled by a yak. Terry was heading for a distant valley where he believed a yeti
might live.

When they reached the valley, Terry set up camp. However, there was only one
small tent, so his exhausted team had to sleep out in the open air. Just before dark,
the cage was concealed in a thick clump of
bushes. A live hare was trapped inside to
tempt the yeti out of hiding.

Early next morning, Terry approached the

cage. He was surprised to see a note tied to
the door frame. It said: “Many thanks for
the yummy breakfast!”

concealed: Try reading to the end of

the sentence...This word means the
same as “hidden”. The second
sounds like “s”.

early: This word is the opposite of

“late”.

First Aid for Reading © 1999. Permission for purchaser to copy for non-commerdal classroom use. Pembroke Publishers 187
 \M4*Vh4 S2-Sty
Here is a quiz for you to try.
Answer yes or no to each question.

1. An action is something that is done._

2. A thief is a person who can be trusted with money.
3. Flair means to have natural talent at something.
4. Farmers sow crops in fields._
5. The opposite of fair is unfair._
6. A shield is used to repair a chair._
7. An injection is given with a needle._
8. A fraction is a part of something._
9. Expansion means an increase in size._
10. A fairy tale is true and you can believe it._

• Join up the words that rhyme.

relief blue
shielded fairies
glue flairs
fraction cover
dairies pension
brew nation
lover crew
stairs belief
station traction
tension fielded

188 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
 U4444* ss Using “i” (long “e”), “ui” (oo)

f'

Sometimes the letter “i” makes a long “e” sound. Combined with a “u”, it makes an “00” sound
Look at the pictures for examples.

piano

fruit juice
alien

stadium

Choose the correct word in brackets and circle it.

1. A (kiwi mini) is a nocturnal bird native to New Zealand.

2. Villagers believe they saw a (pizza yeti) in the forest.

3. Healthy people eat plenty of raw (juice fruit) each day.

4. Toni felt like an (alien idiot) when she fell downstairs.

5. Stephen’s photograph was taken in a (studio radio).

First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers 189
That was great! Now read the words and write the one that fits best in the space
provided. You should read the whole sentence to find meaning clues. t

1. It is to thread needles with a large hole, Fiona

2. The on the beachfront sells ice-cream. kiosk

3. We sold our _at the auction on Tuesday. cruise

easier
4. Orange juice was provided during the_
piano
5. __ was relieved to return home safely.

My score That was wonderful! Keep it up!

if you get stuck, sound out, look for smaller words inside longer words, or read on.
Once again, choose the correct word in brackets and circle it.

1. The Olympic (stadium radium) is nearly completed.

2. Our (stallion carrion) was given an injection yesterday.

3. Rita is just (radiant brilliant) at playing the piano.

4. The new (juicer recruit) has his leg in traction.

5. That factory is worth at least a (billion bullion) dollars.

Very impressive! Now add the missing letters. Don’t forget to look for meaning clues in
the sentence.

1. David is our national breast stroke champ _ on.

2. A mill _ on pamphlets were delivered to households.

3. Jasmine is very pretty, but Sharon is even pr _ ttier.

4. The aircraft carr _ er was launched on Tuesday morning.

5. An obed _ ent dog will always follow your instructions.

My score You are a star!

190 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
 Lf/pi&h’ S6 Using “ous” (us), “o” (oo)
sight words: yacht whose

f tix tottn

The letters “ous" make the sound “us”. Sometimes the letter “o" makes an “oo" sound. Look at
the pictures for examples. Today’s sight words are “yacht” and “whose”.

Choose the correct word in brackets and circle it. Today’s sight word is yacht.

1. Police officers ordered Mum to (move lose) her car.

2. The pianist was extremely (nervous porous).

3. (Who’s Whose) dictionary is easier to use?

4. This kiosk is (famous luminous) for its great pizzas. proves

5. Dad was (curious furious) when our stallion was stolen.

First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers 191
Excellent! Read the words and write in the one that fits best in the space provided.
List
1. My reading will with practice.
improve

2. It was a relief when the sailed ashore. jealous

3. We were about appearing on stage. remove

4. Jodie is quite of her prettier sister. yacht

nervous
5. Please the dead ferns from the patio.

My score Very good reading!

Some more difficult examples of the sounds we are revising appear on this page. Good
luck! Choose the correct word in brackets and circle it.

1. (Fabulous Poisonous) fumes billowed from the gas works.

2. A hippo may be (jealous dangerous) if you disturb it.

3. Salt water crocodiles have (enormous nervous) jaws.

4. Sailing to Antarctica could prove (porous perilous).

5. That television program was (marvellous furious).

Great! Now add the missing letters. You should read the whole sentence to find mean¬
ing clues.

1. Have you noticed the impro _ ement in my spelling?

2. We were curi _ us to hear about Shane’s crazy invention.

3. A visit to the Olympic stadium would be fab _ lous.

4. Elephants and hippos are en _ rm _ us animals.

5. Were you serio _ s about an overseas holiday next year?

My score Wonderful!

192 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
 Lc4U*h4 SS-S6
Unscramble the letters to fit the clues.

anpoi _
A musical instrument with black and white keys

sfoamu _
Very well known indeed

xmteiur _
A blend of ingredients

zlisaet _
The person who does the least work

laefcur _
Another word for “cautious”

taught furniture eighteen

• Write captions under the pictures.
stallion

First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers 1 93
 Using “are” (air), “oor”,
and “oar” (or)
sight words: obey prey grey

f-en tuttyi
The letters “are” can make the sound “air”. The sound “or” can be made in a number of ways
including “oor” and “oar”. Can you think of any others? Revise the sounds “aw” and “au” from
Lesson 42. The sight words are obey, prey, and grey.

scared

Choose the correct word in brackets and circle it. The sight
words are “prey”, “grey”, and “obey”.

1. Nurses take great (dare care) of people in hospital.

2. However did you manage to drop both (roars oars)?

3. They couldn’t prove they had paid their (mare fare).

4. The clothing department is through that (door boor).

5. Jessica has a fabulous collection of (bare rare) stamps.

door

194 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
Very good! Read the words and write in the one that fits best in the space provided.

1. Fiona_me to enter the championships. List

obey
2. Mum was furious when ate the carrots.
prey
3. Our flat is on the third_of the mansion.
floor
4. That cocker spaniel refuses to_its master.
hares
5. Eagles, falcons, and hawks are birds of_ dared

My score Excellent reading!

That wasn’t hard, was it? Now we can try some more difficult words using the same
sounds. Choose the correct word in brackets and circle it. (You may need to explain
that a spoor is the trail or track of an animal.)

1. The hunters are following the (floor spoor) of their prey.

2. Toddlers are sometimes (spared scared) of the dark.

3. It is rude to (stare snare) at people in wheelchairs.

4. Thieves hid the stolen loot under loose (hoards boards).

5. Grey (shared flared) trousers were once very popular.

Way to go! Finally, add the missing letters. You may need to read the whole sentence to
look for meaning clues.

1. Tina is sh _ ring her sandwiches with her friends.

2. Be ca _ eful of skunks near the edge of the forest.

3. We should replace the fl _ orboards in the dining room.

4. A flar _ indicated the exact position of the sinking yacht.

5. The captain and crew are b_ arding the aircraft carrier .

My score Excellent reading!

First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use.:. Pembroke Publishers 195
 Upuh* S? u*"'g""’"
Today’s lesson will help you with the sound “cher” made by the letters “ture”. Look at the

Choose the correct word in brackets and circle it.

1. Add some fruit juice to the pudding (fixture mixture).

2. Snares may be used to (capture rapture) wild cats.

3. Velvet trousers have a lovely soft (texture lecture).

4. The (future feature) movie was rather disappointing.

mixture
5. Poor (pasture posture) may cause severe back pain.

196 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
Very good! Read the words and write in the one that fits best in the space provided.

1. Shelley was____for spitting in public. List

future
2. Hang the __above the sideboard.
picture
3- __picked the carcass clean.
vultures
4. Natural fertilizer can improve our __
pastures
5. In__ be more careful with money.
lectured

My score That was great!

You are doing really well with this sound, which is quite challenging. Have a go at some
harder words now. Add the missing letters. You will need to read the whole sentence to
find meaning clues.

1. The punct _ re was caused by riding over broken glass.

2. Children enjoy adv _ nture playground equipment.

3. Leather fum _ ture is expensive, but it lasts for ages.

4. A famous bronze sculptu _ e is on display at the gallery.

5. Did you hear the temperat _ re forecast for Saturday?

Terrific reading! Now try to unscramble the words to make sentences. Work out your
answers orally before writing them on paper. To help you, the first words start with
capital letters.

1. dropped the her Granny into sink dentures .

2. creature were of strange They the scared .

3. fractured leg fell I my over when I.

4. tasted chocolate mixture The pudding fabulous .

5. thieves Police after chase captured a the long .

My score Brilliant!

First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers 197
 Using “gh”
l&WOi* Vi sight word: sugar

fen
The letters “gh” can either make the sound T, or no sound at all. In this lesson we will be
revising “igh” (making a long “i”) and “eigh” (making a long “a”). Our sight word is “sugar”.

Circle the words in brackets that best fit the meaning.

1. Tracey (sighs highs) with relief when her plane lands.

2. Quick action by doctors saved Sue’s eye (might sight).

3. (Weigh Neigh) the mixture before adding the dried fruit.

4. Our grandmother will be (eight eighty) next birthday. -~/u~

5. Is that an eagle flying (high nigh) above the branches?

198 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
So far, so good! Now read the list of words and write in the one makes sense.

List
1. The_ _was hauled up the snowy slopes.
light
2. Philip was _about the dangerous fox.
sleigh

3. This furniture looks _, but it is heavy. flight

4. _vultures swooped onto the dead lion. eight

right
5. Our helicopter_was an adventure.

My score Terrific reading!

As you can see, the letters “gh” are tricky. Here are some more examples. If you get
stuck, sound out, look for small words inside longer words, or read on to find meaning
clues. Read the words and choose the one that fits best.
List
1. It is my brother’s_birthday today.
Canada
2. Nocturnal creatures avoid_sunshine.
bright
3. Our holiday in Western_was great.
freight

4. _trains carry goods across the Mid-West. eighteenth

5. I was_when we won the trophy. delighted

Very good! Now add the missing letters. You should read the whole sentence to find
meaning clues.

1. It would be del _ ghtful to travel around Texas.

2. Ralph missed his fli _ ht to London because of heavy fog.

3. The hoard of gold we _ ghed at least three tonnes.

4. My mare neig _ ed as I approached with sugar cubes.

5. That picture hanging over the fireplace is frigh _ ful.

My score Wonderful!

First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers 199
 LtWVh- 60 Using “gh” (continued)
sight words: laugh

fm t&t tutcn
In the last lesson, we looked at words with a silent “gh”. This time the lesson is about other ways
of using the same letters.

tough
Today’s sight word is “laugh”. As you can see, “gh” can make the
sound T. Read the sentences and circle the words that make sense.

1. Ruth (fought bought) a stuffed bobcat at the auction.

2. Complain to the butcher if the steak is too (rough tough).

3. When were you (naught taught) to ride the stallion?

4. Jackals (sought fought) over the carcass of the zebra.

daughter
5. Police (caught taught) eight thieves on Thursday night.

200 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
Read the words and write them in the spaces provided. You will need to read the sen¬
tences first to find meaning clues.
List
1. Jake’s adventures in Colorado made everyone_
laugh

2. These floorboards have quite a_surface. brought

3. I_fresh cheese sandwiches from home. rough

4. The west produces more than_wheat. enough

bought
5. Mum_new kitchen furniture today.

My score That was easy for you!

There are other ways to use “gh”. For example, “ough” makes the sound “ow” in “bough”,
but long “o” in “though”. Confusing, isn’t it? My advice if you are stuck is to look for
meaning clues in the sentence. Read the words and choose the one that fits best.
List
1. The_of baby seals is monstrous.
bough
2. Everybody_at the Halloween pumpkin.
daughter
3. We attached the swing to a_on the tree.
slaughter

4. Their baby_is weighed monthly. thought

5. I _there were raccoons in the rafters. laughed

Lastly, add the missing letters if you can.

1. It was thou _ htful of you to fix the puncture in my bike wheel.

2. Children were 1 _ ughing at the clown’s comic actions.

3. Althou _ h the steak is tough, it is still quite tasty.

4. Are you sure there are en _ ugh oysters for the banquet?

5. The si _ ughter house floor was slippery and dangerous.

My score Excellent reading!

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 Using “a” as a short “o”
U44*W' 61 sight words: don’t won’t can’t

F-tn tFU
You already know that vowels can make different sounds depending on the letters they are
used with. In this lesson, we are revising the vowel “a” used as a short “o”. The sight words are
all contractions, that is, two words shortened into one. Can you work out what the two words

Read the words and write them in the correct space. List

1. Shield yourself or the _might sting. wand

2. _forget to weigh the flour and sugar first, swap

3. Black_may attack in the breeding season. don’t

wasp
4. He waved his_and a rabbit appeared
swans
5. Can I_these pictures for something else?

202 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
Now add the missing letters if you can.

1. The champion w _ n’t be able to compete in his event

2. Sw _ t the flies before they lay their eggs.

3. I c _ n’t remember who taught me how to ride a bike.

4. Toddlers are likely to wa _ der off if left unattended.

5. The light bulb has a strength of 60 w _ tts.

My score Very good reading!

You are doing really well. Now let’s try some more difficult words using the letter “a” to
make a short “o” sound Read the list words and write them in the correct space.
List
1. Mv sore throat makes it difficult to
wallabies
2. My mum serves with roast beef.
squash
3. Eight are grazing in the bushes.
waddle

4. Ducks on land but are graceful in water. swallow

5. I left my leather at the stadium. wallet

Unscramble the words to make sentences. Do this orally before writing the answers
below. The first words have capital letters.

1. swapped was Grandpa because deaf seats he .

2. house the enjoyed Everyone butterfly wandering the around .

3. you swallow bam the Did see in the ?

4. caterpillar by was unlucky swallowed a The sparrow .

5. waddled Two staircase ladies up fat the .

My score Excellent!

First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers 203
 \m4C4* 62 Using silent letters
sight words: special beautiful

f<n tit Mo\

There are many words with silent letters. This lesson will help you recognize them.

knife

knee
knight

wrench
Choose the correct word in brackets.
The sight words are “special” and “beautiful”.

1. (Wrap Wrong) up the presents with special gold foil.

2. The blue (wrench wren) was swallowed by a crow.

3. How often do vandals (wreck wrist) the freight trains?

4. Grandma’s hands are rough and (written wrinkled),

5. Stephen placed a (wreath wretch) on the gravestone

204 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
Good work! Read the words and then fill in the gaps.

List
1. Worms__ through the damp soil.
wriggle

2. Mum has promised a __birthday treat. wrote

3- I_my ankle during the match. special

4. Dad __a feature story for the newspaper. wrenched

wrong
5. It is_to capture native animals for sale.

My score Very good reading!

The letter “k” is sometimes silent. Here are some examples. Choose the correct word in
brackets.

1. Sharpen your (knee knife) before carving tough meat.

2. The brave (night knight) had many amazing adventures.

3. Ask the teacher if you don’t (no know) how to do it.

4. Tighten up the (knots knits) or they may come undone.

5. It is polite to (knock knack) before entering a house.

Try to fill in the missing letters. Remember, it is a good idea to read the whole sentence
to look for meaning clues.

1. Our world is full of strange and bea _ tiful creatures.

2. Sandra took months to kn _ t a scarf and sweater.

3. I grazed both k _ ees when I jumped off the bulldozer.

4. The burglars left clear fingerprints on the door _ nob.

5. My knapsa _ k was heavy because it was full of supplies.

My score That was great!

First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers 205
 63 Using silent letters (continued)
sight words: warm wardrobe

ftn X(U T^tcn

The letters “h”, “b”, “g”, and “c” are sometimes silent. Look at the pictures to see what I

Choose the correct word in brackets. The first two sets use a silent “h” and “b”. Today’s
sight words are “warm” and “wardrobe”.

1. This beautiful jumper took eighteen (ours hours) to knit.

2. Roast (limb lamb) tastes wonderful with mint sauce.

3. A dangerous (tomb bomb) exploded in the station.

4. Sarah gave stale bread (crumbs thumbs) to the geese.

hour
5. Do not attempt the steep (comb climb) without ropes.

206 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
Read the words and fill in the gaps.

List
1. Can you read the writing on the
cheetah
2. A can move with lightning speed. honest

3. Fetch me a _blanket from the wardrobe. warm

4. Paul thought he saw a in the attic. ghost

5. An tombstone
person always tells the truth.

My score Super!

The letters “g” and “c” are also silent sometimes. Choose the correct word in brackets.
(You may need to explain what “gnat” is.)

1. Our garden (gnome gnat) was knocked over by dogs.

2. The (sign science) post pointed in the wrong direction.

3. The parfume I bought had a lovely (ascent scent).

4. You need sharp (scissors scenery) to cut heavy material.

5. The pup (gnaws knits) on his meaty bone for hours.

Fill in the missing letters. Don’t forget to read the whole sentence to find meaning clues.
(You may need to explain what “gnash” means.)

1. A g _ at is an annoying, blood-sucking insect.

2. Laura’s s _ ience experiment resulted in an explosion.

3. Nana clutches the banisters as she des _ ends the stairs.

4. Can we desi _ n our own magazine cover for a project?

5. Phil _ nashes his teeth when he gets really frustrated.

My score That was excellent reading!

First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers 207
 Using silent letters (continued)
\j44^
f-en tfU tottn
This is the last lesson on silent letters; we will be looking at the letters “u” and “t”.

wrestle

guinea pig

208 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
Choose the correct word in brackets.

1. Scotch (whistles thistles) are covered with prickles.

2. Did you know this (castle bustle) is haunted by ghosts?

3. The (wrestle trestle) is covered with objects for sale.

4. My uncle has just bought an electric (guitar guinea pig).

5. (Guest Guess) the weight of the turkey and win a prize.

Good work! Read the words and write in the correct answer.

List
1. My attempt at making was a flop. guilty

guard
2. Nobodv would to her weak excuses.
listen

man to death. build

3. The judge sentenced the

biscuits

4. Crocodiles their hatchlings closely.

5. We must a cage for the guinea pigs.

My score Great work! You are doing really well.

for non-commercial classroom use. Pembroke Publishers 209

First Aid for Reading © 1999. Permission for purchaser to copy
 Usi4*Vh4 G2-&4
• Join up the words that rhyme.

guilt host
dumb won’t
don’t squashed
written twaddle
gnawing sight
knight numb
wrapping pawing
washed built
waddle kitten
ghost mapping

• Write captions under the pictures. knife knapsack

kneeling castle

210 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
 \M444* <£ Using “alk” (ork),
“ear” (er), and “our” (or)
sight words: wolf shoes

In this lesson, we will be revising the sounds made by the letters “alk", “ear”, and “our” The siaht
words are “wolf” and “shoes”.

Many of these words will already be familiar to you. The tricky

part is how to spell them! Choose the correct word in brackets.

1. A naughty child threw (talk chalk) at the blackboard.

2. (Walk Balk) carefully to avoid thistles and stinging nettles.

3. Remove those tough (stalks chalks) with a sharp knife.

4. They built (pour four) go-karts, but one was wrecked. c:

pour
5. Astronauts flew their spacecraft above the (earl Earth).

First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers 211
Way to go! Read the words and complete the sentences.
List
1. Why are you frightened the_will attack?
stalked
%

2. My new leather shoes squeaked as I_. wolf

3. It took months to_how to knit properly. learn

4. We watched the cheetah as it_its prey. court

walked
5. The volleyball_is covered in puddles.

My score Well done!

That was pretty easy for you. Now try some more words using the same sounds. Read
the words and then fill in the spaces provided.

1. These fabulous are worth a fortune!

fourteenth
2. The wizard footsteps outside his castle.
pearls

3. The children the death of their pony. mourned

4. I won a lovely trophy in the •

tournament

5. I’m going skating on my birthday. heard

Great! Now fill in the missing letters. You may need to read the whole sentence to find
meaning clues.

1. Using a dictionary helps us le _ m the meaning of words.

2. Because of the po _ ring rain, my shoes were soaked.

3. The umpire should have blown his whistle much ear _ ier.

4. Casey came equal f _ urth in the photography competition.

5. The wolf was sta _ king a herd of deer grazing nearby.

My score Excellent reading!

212 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
 \M4C4* 66 Using “ou” (oo, short “u”)
sight word: color

f-en tfa.
The letters “ou” normally make the sound “ow” as in “cow”. However, they can also make the
sound “or” when combined with the letter “r”. We looked at some examples in the last lesson.
Today’s lesson shows two other sounds made by “ou”.
f

tourist

Choose the correct words in brackets. The sight word is “color”.

1. Eighteen (tourists toucans) explored the castle grounds.

2. A (group route) of beginners entered the tournament.

3. The search party found the missing (coupon youth).

4. Several men were (wounded wounding) by stray bullets.

couple
5. A (tour troupe) of monkeys stripped the branches bare.

■commercial classroom use. Pembroke Publishers 213

First Aid for Reading © 1999. Permission for purchaser to copy for non
Well done! Now fill in the missing letters. You may need to read the whole sentence to
find meaning clues.

1. Wrap the w _ und tightly to avoid further loss of blood.

2. The quickest ro _ te would be through the valley.

3. The bus to _ r visited the ancient Roman ruins.

4. Cut around the edges of this co _ pon with scissors.

5. Although she is nearly eighty, Nana still feels you _ hful.

My score That was great!

As you can see, “ou” can make the sound “oo”. Now we will look at “ou” making a short
“u” sound, as in “cup”. Read the words and write them in the correct spaces.

1. Married_usually go on honeymoon. Llst

flourish
2. Those youths are in_with the police.
trouble
3. Tourists love visiting our beautiful_
couples
4. My_gobbled up most of the fruit.
country

5. Climbing vines_in a sunny position. cousin

Very good! Now fill in the missing letters. You may need to read the whole sentence to
find meaning clues.

1. John spends hours c _ loring in pictures in magazines.

2. It is unwise to to _ eh the prickly stalks of Scotch thistles.

3. Ruth and Tony won the mixed dou _ les championship.

4. It took great c _ urage to climb the snowy mountain peak.

5. All mammals no _ rish their young babies with milk.

My score You did it!

214 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
 Q Using “oul” (ol)
“ch” (sh and k)
sight word: sew

f<n t&£ tuten

When you combine “ou” with an “I”, you make the sound “ol" (“could", “would”, and “should” are
exceptions). The letters “ch” sometimes sound like “sh” or “k”. Look at these examples.

i chemistry
parachute

nnn
mouldy

chemicals

Choose the correct word in brackets.

1. The motel (chimp chef) is honest and hard-working.

2. I wrenched my (boulder shoulder) playing basketball.

3. The starving dog gnawed a (mouldy moulting) bone.

4. My wrists (ached echoed) after wrapping the presents. /v~

5. You must not touch those dangerous (chords chemicals). ^Qul^ers

First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers 215
Correct! Now read the words and write them in the spaces.

1. Mum had to_thousands of sequins on my vest. List

Christmas
2. A huge_blocked the mountain pass.
sew
3. Our voices_in the underground cavern.
echoed
4. Will the guests arrive on_eve?
mould

5. _sometimes grows on food in the fridge. boulder

My score You did it!

There are some more examples of words using “oul” and “ch” below. Fill in the missing
letters. You may need to read the whole sentence to find meaning clues.

1. A c _ ameleon is a lizard that can change color quickly.

2. The pilot floated safely to earth on his para_ute.

3. Embers from your camp fire may sm _ ulder for hours.

4. Christine has decided to study Ch _ mistry in college.

5. The biscuits are even mo ldier than the stale bread.

Well done! Now try to unscramble the words to make sentences. Work out the answers
orally before writing them down. To help you, the first word in each sentence has a
capital letter.

1. ached finished My when legs the I marathon .

2. landslide were boulders the in dislodged Many .

3. menu The offering chef a tonight is special.

4. some at Buy ointment pharmacy the .

5. in apple found Mum my mouldy wardrobe a .

My score You are a star!

216 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
 Using “g” (j) and “c” (s)
U4444* 62 sight words: cough recipe

F m t&i
This is the last lesson in the program. We will be looking at the letter “g” making the sound “j”
and the letter “c” making the sound “s”. The sight words are “cough” and “recipe”.

Choose the correct words in brackets.

1. Our family lives in the centre of the (cemetery city).

2. Guards formed a (century circle) to protect the castle.

3. This chocolate pudding recipe looks (excellent exciting).

circle
4. The angry (genius giant) stomped on the terrified crowd.

5. Be (gentle generous) when you touch baby animals.

First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers 217
Fine work! Now read the words and fill in the spaces.
List
1. Don’t touch those_without permission.
cough

2. A genie appeared when I rubbed the_1 lamp. cellar

3. Try not to _or you will spread germs. urgent

4. Police found two skeletons in the scary_. pencils

magic
5. The accident victims required_attention.

My score Way to go!

Here are some more words using “g” and “c”. If you get stuck, sound out, look for
smaller words inside the longer words, or read on to find meaning clues. Choose the
correct words in brackets.

1. Smoking (celery cigarettes) is really bad for your health.

2. A (giraffe general) escaped from its zoo enclosure today.

3. An (emergency urgency) siren interrupted the concert.

4. (Cyclones Centipedes) have caused many shipwrecks.

5. Our electric (generator general) needs urgent repairs.

Wonderful! Lastly, add the missing letters.

1. My birthday present was wrapped in orange celloph _ ne.

2. It is nee _ ssary to carry flares when sailing a yacht.

3. Are you c _ rtain that these chemicals are not dangerous?

4. A gigant _ c explosion rocked buildings throughout the city.

5. Christmas is celebrat _ d in many countries in the world.

My score Congratulations!

218 First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
 \J44*Vh4 1~69
Coptic ■vfv
Peering through the windows, I could see the cables that connected the castle
to huge boulders far below. For some strange reason, the countryside re¬
minded me of a picture in a fairy tale.

I joined a group of tourists admiring the fabulous treasures on display. Many

pieces of furniture were made of gold, and the enormous dining table was set
with crystal glasses and silver candlesticks. A collection of pearl and jade
necklaces on the sideboard must have been worth a fortune.

After a while, to my delight, I discovered a secret courtyard. Birds sang and

the sweet scent of flowers filled the air. I sat down on the grass and soon
drifted off to sleep.

Suddenly, an unpleasant noise

made my head ache. It grew louder
and more urgent. What on earth
could it be?

“Hurry up or you will be late for

school. Your alarm went off ages
ago!” yelled Mum.

Congratulations! You have successfully

completed the phonics program!

First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers 219
 Lm&h. >cwit Q&ut.
tin tuten
Using one color for correct and a different color for incorrect, color in the squares according to how
you do in each individual task for every lesson. This chart can be photocopied to a larger size and
be hung on the fridge or other visible spot in your home. You can reward good lessons with stickers.
Lesson/Taskl 1 i 2 3 I 4 | 5 I 6 | 7 ! 8 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20

2
3
4
5
6
7
8
9
10
11
12
13
14
T5
16
17
18
19
20
21

First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
—
55
56
57
58
59
60
61
62
63
64
65
66
67
68

Congratulations! You have now finished the First Aid for Fleading program.
220 What an excellent effort!
 Vhit
All of the following words are featured in First Aid for Reading. They include the sight words used
in the book and the 400 words most commonly appearing in standard reading schemes.
The total, over 2,500, covers all the most frequently used words in English.

a are battle blender breast bustle caution choice coins

about arms bay blinds breath busy cavern choke cold
above around be blister breathes but celebrated choking collapsed
accident(s) artist beach bloat breeding butterfly celery chooks collected
ached artistic beachfront blocked breeze button cellar choose collection
action(s) as bead blonde brew buy cellophane chop collects
actors ascent beak(s) blood brick(s) buying cemetery chopped colorful
adore ask bear blouse bride buzz centipedes chords coloring
adventure asleep beast blow bridge buzzing century chose comb
afraid astronauts beat blown brief by certain chowder come
after at because blue briefcase cab chain Christmas comic(s)
again ate bed blunt briefly cabin chair chugging committed
age athlete beef blush bright cage chalk(s) chunk(s) competition
aground athletics been boarding brilliant cake(s) chameleon church complain
ahead attached beer boards brim call champ(s) chum completed
air attacked bees boast(s) bring calling champion cigarette(s) cone
aircraft attempt before boat broke came championship circle confection
airless attended beginners bodies broken camp chance city continue
airport attention begs bog bronze camping change clam cook(s)
alarm attic behead boil(s) broom can(s) changed clank cooked
alien August belief boiling broth can’t chap(s) clash cool
all avoid believe bomb brother candle chapel claws cop
along away bell(s) bone brought canned charm clay coral
alphabet babies bellowed book brown cannonball charmers cleaning cork
alter baby bench boor brush cannot chase cliff comer(s)
although babysitting bend bored brushes cap chased climb corny
always back bent boss brute captain chasing climbing cost
am bacon berry botch bubble capture chat clinch cot
amazing bad best both budge captured chatting clippers cotton
ambushed badly better bottle bug carbon cheap cloak couch
among bag(s) between bottom build carcass cheat clock cough
amount bait biff(s) bough buildings cards cheeky clop could
ample bake big bought bull careful cheeps close(s) count
amuse(s) baker bike(s) boulder bulldozer carpet cheese cloth counted
and baking bill bounded bullets carrier cheetah clothed counter
anger bald billion bows bullion carries chef clothes countries
angry ball billowed box bulls carrion chemicals cloud(s) country
animals balloon(s) bin boxing bun(s) carrot(s) chemist cloudy couple(s)
ankle balls binge boy(s) bunch carry chemistry clown(‘s) coupon
annoy ban bips brain bunk cart chess clowned courage
annoyed band bird(s) branch burger carton chest club court
another bang birthday branches burglars carve chew clucking cousin
ant(s) banisters biscuits brand burning carving chicken clue cover
any bank bit(s) brash bums cash chief clutch cow(s)
appeared banned bite brat burned castle children clutches crab
appearing banquet bitter brave burrows cat chill coach crack
applauded bare black braver burst catch chime coast cracked
apple bark(s) blackbirds bravest bursting catches chimney coat crackers
apply bam blackboard brawling bus caterpillar chimp(s) cocker cracking
applying basketball blacker brawn bush cattle chin spaniel cram
apricots bat blackest bread bushed caught chink code crane
April batch blamed breakfast bushes cause chips coffee crank
arch bath bleed breaking bust caused chocolate coils crash

221
 crashed day downstairs enclosure feet flow furnace grapes have
crates dead doze end(s) fell flowers furniture grass hawk(s)
crawling deadly dozen engine felon(s) flowery furry grate hay
crayfish deaf dragon enjoy fence fluffy further grated he
crazy decided drain enjoyed feral fluke(s) fuse(s) gravestone healthy
cream deck drank enormous ferns flute future gravy heap
crease deep draw enough ferry fly gain grazing heard
creeps deer drawn equal fertilizer flying gamble grease hearing
crept delay dread escaped fetch foam gambler great heat
crew delighted dreadful event few fog game greedy heated
cricket delightful dream every fiction foil garage green heavy
cried delivered dreamed everyone fielded fold garden greet hedge
crime den drenches everywhere fields footsteps gardener grief hedgehog
croaking dentures dried evidence fig(s) footy gas grieved heel
crocodiles department drifted exact fill for gate grinds held
crooks departs drink(s) excellent filled forecast gave grip helicopter
crop(s) descends drips exchange fin forest geese groaned hello
cross design drive(s) exciting final forged general groaning help
crossroads desk driver excuses finch forgot generator groom helped
crow destroy driving exhausted find fork generous ground(s) hem
crowded dew drop expect fine fort genie group hen(s)
crown dice dropped expensive finger fortress genius grouse her
crowned dictionary drove exploded fir fortune gentle grove here
cruellest did drowned explored fire fought germs growling hid
cruise different drug explosion fired found get grown hidden
crumble dig drum extremely first fountain ghost(s) grows high(s)
crumbs digger drummers eye(s) fish four giant grumpy hill(s)
crush digging drunk eyedropper fisherman fourteenth gigantic guard(s) him
crushes dill dry fable fishing fourth giraffe guess himself
crust(s) dine drying fabulous fist fox girls guest(s) hinge
crutches ding duck face fit foxes give guilty hippo
cry dining duff factory five fraction glad guinea pig hired
crystal dinner dug fad fix fractured glide guitar his
crystal ball dirt dump fade fixture frail gloated gum hiss
cub disappointing dunce fail fizz frame glove(s) gun hit
cube(s) disco dunes failed flag frank glow gunfire hive
cuff(s) discover dungeon faint flair free glue gunners hoard(s)
cuffed dish dunny fair flames freight glutton guy hobby
cunning disk dust fairer flan frequent gnashes had hoes
cup dislodged dusty fairest flare(s) fresh gnat(s) hair hoist
curious display eagle(s) fairly flared friction gnaw(s) hairless hold
curls distance earl fairy flat fridge gnawed hairy holiday(s)
curly disturb earlier falcons flaws fried gnome hall hollow
cut ditch earth fall(s) flesh friend go Halloween home
cute dive earwigs fallen flew frightful goat(s) ham homework
cuter diving easier family flickered frog(s) gob hammer(s) honest
cutest do eat famous flies from gobbled hand honey
cyclones dobbers eaten fan flight front goes handle honeymoon
dad does eating fangs fling frost going handlebars hood
daily dog(s) echoed far flipped froth go-karts hang hook
daily doll(s) edge(s) fare flippers frowned gold happened hooters
dam dollars eggs farm float fruit juice golden hard hop
damage dolly eight farmer(s) floated frustrated golf hare(s) hope
damp dome eighteen fast floating fudge gong harm hopping
dance don’t eighteenth faster flood(s) full good has horn(s)
dangerous done eighty fastest flooded fumes got hat horse(s)
dare donkey(s) electric fat floor fun gown hatch hose
dared door elephant(s) father floorboards funeral grab hatchlings hospital
dark dork embers fears flop funny graceful haul hostess
dam doubles emergency feature floppy fur grade hauled hot
daughter dove empty fed flour furious grain hauling hour(s)
dawn down emus fee flourish furls grand haunted house

222
 households joint laugh loose men mute offering paw plover
how jokes laughed loot mend mutt office pawns plucking
howls joy laughing lose mention mutton officer(s) pay plum
huddle jug(s) launch loser mess my oil paying plunged
huge juicer launched lost met myself oinks pea plush
hundred juke launder lot(s) mice mystery ointment peach poach
hung jukebox laundry lotion middle myth(s) old peaches poacher
hungry July law loud might nag on pearl(s) pocket
hunters jump lawn loudly milk nail(s) once peas pod(s)
hunting jumper lazy lounge mill nap one peg(s) point
hurled June lead lout million nappy only pelican pointed
hurry junk leak(s) love mind narrow open pen(s) poise
hurt just leaking lover mine national or pencils poison
hut(s) kangaroos lean loyal mini nations orange(s) pension poisonous
hutch keep learn lucky mint native ordered people poke(s)
I kept least luminous miss natural orphan pepper poked
I’ve kettle leather lunch missing naught orphaned perilous police
ice keys leave(s) lunged mist naughty other permission polish
ice-cream kick leaving machine mite nearby our(s) pest polite
icy kid lecture mad mix neat ourselves pet(s) pond
idiot kill lectured madder mixture necessary out phantom pongs
if killed ledge made moan neck outside pheasant pool
ignored kind left magazine moat need(s) over phone pop
important kindergarten leg(s) maggots moist neigh overcast photo poppies
impressed king lemon(s) magic Monday neighed overflowed photograph popular
imprisonment kiosk less mail money nervous overhaul photography porch
improve kiss let(s) mailed monkey(s) nest owl(s) piano pork
improvement kissed letter(s) main monstrous nested own pick porous
in kitchen lice make month(s) nesting owned picking port
indicated kite lid maker monthly net oysters picnic position
infection(s) kitten(s) lied making moon netball pace picture(s) possums
injection kiwi life mall mops nettles packets pie post
ink knack lift malt morning never paddle pig(s) posture
innings knapsack lifting mammals moss new paddled piggy pot(s)
insects knee light man most news paddock pigsty pouch
inside knife lightning mane moth next page pile pour
install knight like(s) mansion mother nib paid pill(s) pouring
instead knit(s) limb many motorbike nice pail pin(s) pout
instructions knock lime map mould nicest pain pinch powder
interesting knocked limit marathon mouldier night paint pink practice
interrupted knots limp marble mouldy nine painted pipe pram
into know line(s) march mountain(s) ninth painting pith prance
invention koala(s) lions marched mourned nips pair(s) pizza(s) prank
invited lace lip(s) mare mouse no pamphlets place praying
iron(s) laced liquid market move(s) nocturnal pan(s) placed prefer
is ladder listen marks movie noise panther plain present(s)
it(s) lady lit married mow noodles pantry plan prettier
itching laid little marshmallows much nose pants plane pretty
itchy lair(s) live marvellous mud not parachute plank(s) prevent
jack lake liver mass muddle notes parks plant(s) prey
jacket lamb lizard mat muddy notions parsnip planting price
jaguar lamp load match muffins nourish parts plastic prickled
jam landslide loam matching mug(s) now party plate(s) prickly
jaws lap lock(s) mate mule(s) number pass platform pride
jealous large locked mattress mum nut(s) past platter priest
jeans lark(s) log(s) may mumbled o’clock pasture(s) platypus prince
jelly lash lollies me munching oar(s) pat play(s) princess
jet lass lolly meat murder obedient patch playful print
jewels last London meet murderer obey patching playground prize
job latch long meeting mushrooms of path playing problems
joey late longer melon(s) music off paunch please prod
join later look(s) melted must offered pause plenty produces

223
 project rap rob scraps shorts sliced sorry stalked stronger
property rapture robber(s) scratch shot slide(s) sought stalking struck
protect rare robbery screamed should sliders sound stalks stuck
prove(s) rash robin sculpture shoulder sliding sounded stall studio
provided rat rod scurries shoulders slim sour stallion stuffy
prowled rate rode scurry shouting slime south stamp(s) stumbled
prune rather roll(s) sea shove slip soy stance stunt
pruned raw roller seals shoved slipped spacecraft stand such
pub rays ropes seam shovelled slippers spaceship stare sucked
pudding reach rose(s) season show slippery spanners start(s) sued
puddle(s) read rotten seasoning showers slipping spared startled sugar
puff(s) real rough seats shrieked slop spark station suit
puffed reason round second shrubs slope sparkling statues sum(s)
puke recipe route secret shut sloppy sparrow(s) stay summer(s)
pull(s) recover row see(s) shuttle slot special stayed sun(‘s)
pulled recovered royal seedlings shy slow speed steak Sunday
pullover recruit rub seeks sick slowed spent steam sunny
pump red rubbed seem sicker slum spew steamed sunscreen
pumpkin reduction rubber seen sideboard slush spice steel super
punch reef rubbish selection sides small spider(s) steep supermarkets)
puncture reeks rude sell(s) sighs smaller spies stench supper
punished refreshing rudest sent sight smallest spilt stepladder supplies
pup(s) refuse(s) rug sentenced sign smart spin stew supply
puppies refused rule sequins sill smarty spitting stewed sure
puppy relay rum serious silly smash splash stick(s) surface
purple released run(s) sermon silver smell splashing stickers surgery
pushed relief rang service silverfish smelly spoil sticky swallow
put relieved runners set since smile spoiled stile swallowed
putt reliever rush seven sing smoking spoke(s) still swans
putted rely rust several sink smother spoken sting swap
quack remove rusty sew sip smoulder sponge stinging swapped
quacking repair(s) safety shakes siren snack spool stitch swearing
queen repairing sage shall sister(s) snail(s) spoor stocking sweat
queer replaced said shallow sit snake(s) sports stockman sweater
quick replied sail shape sitting snap spot stoked sweep
quilt reply sailed shared six snare(s) spotted stole sweet(s)
quins reports sailing shares sixteen snatch spout stolen swept
quit(s) required sale shark sixty snatched spouting stomp swim
quite rescued salt sharp skates sneaks sprained stomped swimming
quiz rest salty sharpen skeletons sniffle spray stone swing(s)
rabbit retriever salute she sketch snorkel spraying stood swinging
rabbits returned same shed skewer snout(s) spread stool swish
race(s) ribbon sand sheep skidded snow spring stooped switch
raced rice sandwiches sheet(s) skies snowballs sprouts stop swooped
racing rich sat shelf skin snowman spy stopped swooping
rack rickety sauce shells skipper snowy squash store tag
radiant rid saucepans shelter skipping snuggle squeaked stories tail
radio ride(s) saw shelve skippy so squeaking stout take
radium rider say shielded sky soak squeaks stove taken
rafter(s) riding scale(s) shift slack soaked squeeze stow talk
rag rifle scamp shine slain soap squirted strain tall
rage right scared shining slant socks squirts strange taller
raided rind scarf ship(s) slap soft stables stranger tame
railway ring scary shipwrecks slash soil stack stray tan
rain rinse scenery shirt(s) slate soiled stadium stream tap
raised rip(s) scent shook slaughter some stage streets tape
rake ripe school shooters slay something stain stretch tart
ram(s) river science shop(s) sleep sometimes stainless strewn tasted
ran riverbank scissors shoplift sleet son(s) stair string tastes
ranch road scope shopping sleigh song(s) staircase stripped taught
rang roars scotch short slept soon stake stroking taunted
ranger roast scouts shortly slice(s) sore(s) stale strong tea

224
 teacher thirteen tip trailer turnstile vet we will wrapping
teaching thirty tired train twelve victims wealthy wilt wreath
team this to training twenty video(s) wear wilting wreck
teapot thistles toads tram twice village weather win wrecked
tears thorns toadstools tramp twine villagers wedding wince wren
tease those toast trap(s) two visitors weighed window wrench
teaspoon thought toaster trapped umpire volleyball weight wine wrenched
teenagers thoughtful today trash unable vultures weird winning wrestle
teeth thousand(s) toddlers trawler unattended waddle well winter wretch
television thrash toes tray uncle waddled went wish wriggle
tell threading together treading under wage were wishing wrinkled
tellers threats told tree understood wags wet witch wrist
temperature three toll trenches underwater wait whack(s) with write
ten threw tomato trestle unfair waiter whacking without written
tennis thrice tomb trice unfairly waiting whale(s) wizard wrong
tension thrill tone tried unglued walk what wolf wrote
tent throb tonight trifle unlucky walked wheat woman yacht
terrified throne tonnes trim unwise wall(s) wheel(s) women yards
terrify through too trip up wallabies wheelchairs won yawn(s)
texture throughout tool troop upon wallet when won’t yeast
than throw tooth trophies urgency wand where wonder yell
thank throwing top trophy urgent wander which wonderful yellow
that thrush toss trouble us wandering whiff wooden yelp
the thud toucans troupe use(s) want(s) while wool yes
theft thug touch trousers used wardrobe whimper(s) woollen yesterday
their thumbs tough trout useful warm whip words yet
them thump tourist(s) trove useless was whippet work(s) yeti
then thunder tournament truck usually wash whiskers workers yields
there thunderstorms tow true ute washing whisking worms you
these ticket(s) towel(s) trunk valley wasps whisper worst young
they ticking town trust value wasted whistles worth your
thick tie toy(s) try van watch white(s) would yourself
thief tiffs trace tub vandals watched whiz wouldn’t youth(s)
thieves tiger traced tube(s) velvet water who(‘s) wound youthful
thin tighten track tuck venomous watermelon why wounded yummy
things till(s) tracked tumbled venue wattle wicked wounding zebra
think timber traction tune(s) very wax wig wrap zip
third time(s) traffic tunnel vest way(s) wild wrapped zoo
thirsty tin trail turkey

225
 (congratulations

on successfully completing the

^first Rid for heading program.

Well done!

Signed (tutor):

(Date:

First Aid for Reading © 1999. Permission for purchaser to copy for non-commercial classroom use. Pembroke Publishers
 . .the program helped me a lot because it taught me how to sound out words.
I learned some spelling rules and I thought the fish games were great.”
Andrew (whose reading abilities rose two grade levels in six months)

First Aid for Reading: Phonics-based Activities for Struggling Readers is a simple
“remedy” for struggling readers.
This easy-to-implement program features lessons on all the major English phoneme
groups and sight vocabulary words. Based on the most common word lists, lessons
evolve around the most frequently used words in classroom reading programs.
It’s easy to customize the program to the needs of individual students. A pretest helps
teachers pinpoint areas of difficulty. Just copy and use those lessons that focus on the
skills the student needs. Each lesson includes illustrations to motivate students and
teaching tips for tutors. Revision sheets, stories and games reinforce skills taught and
offer wonderful enrichment opportunities. A simple score card helps keep track of
student progress and a certificate of achievement personalizes and rewards student
success.
Beginning readers, children who need more practice, those learning English for the
first time and students in remedial programs will enjoy these playful activities as they
learn the basic literacy skills—reading, writing and spelling. Phonics-based, the lessons
also encourage students to develop other reading strategies such as continuous checking
for meaning, re-reading to find context cues, and looking for smaller, known words
inside longer ones.
Ideal for teachers, parents and classroom tutors', this rich repertoire of skills and
strategies will turn struggling readers into enthusiastic, independent readers.

ISBN 1-55138-113-3

9 781551 381138