女儿学英语 2000,7

乐乐的妈 · 发表于 2006-6-5 18:25:17

哇,看了一下,真的是有点怀疑自已到时是否可以进行

yqbyqb8 · 发表于 2006-6-5 18:42:59

看着女儿现在的语感挺好的，我自己也摸索得差不多，看着荷叶子的小孩还比我女儿还小都掌握得那么好，心动动的，可是又担心九月份小孩上学马上会学汉语拼音，容易混，而且教材也是个大问题，教不教呢？从现在开始教的话，到9月份不知能不能掌握基本的拼读。今晚上试试吧。首先教SHORT VOWELS和CONSONANTS。从这个入手，女儿应该没问题，只是掌握地不够牢固，我性子还是比较急，这次一定要用一个星期把这部分弄到熟为止。要从“看，听，学，读”多感官去学。

yqbyqb8 · 发表于 2006-6-5 18:56:22

乐乐的妈+2006-06-05 18:25-->引用:乐乐的妈 @ 2006-06-05 18:25 哇,看了一下,真的是有点怀疑自已到时是否可以进行

乐乐妈要加入吗？以前没有认真读帖子就觉得难，可能是我们想象得难了，现在觉得难在没有教材。我今晚上从最基础的开始。用一个星期巩固SHORT VOWELS和CONSONANS，方法都想好了。准备两套小写字母，以出牌的形式，边唱FNW的字母儿歌边出牌，让小孩也跟着做。这个玩够了还可以每人出一次牌，比如她出I，我出T，然后拼读出来，看谁可以赢牌多。总之要循序渐进，先教字母，然后两个音拼，再到三个音的拼，再把28条规则加进去。一定不能急，你说是吧。关键是多感官进行。

缘源圆 · 发表于 2006-6-5 21:35:49

yqbyqb8+2006-06-05 00:39-->引用:yqbyqb8 @ 2006-06-05 00:39 有问题请教FNWhttp://www.hubbardscupboard.org/printable_booklets.html#SightWordBooklets...g......ghtWordBooklets上面的BOOKLETS都是每页都有两张相同的图片和句子，怎样使用呢？

这些书是给老师准备的，所以才弄成一页两份，打印后钉起切半给学生用的。对我来说刚好可以应付两个孩子，读完用来彩色。你如果只是需要一份，不如把另一分送给人吧。86楼：的 Phonics 基本教程介绍很不错。Phonics 本来就不是教会了就放一边的东西，是必须不停的学习、复习、运用的。如果没看错，这个教法使用的是 Blends 和 Word Family 的方法，与小荷那个帖所谈的 70 Phonograms 的方法是不同的。虽然方法各异，不过各施各法，取适合自己的法子就是了。89楼：如果你用86楼的教法，不宜把28条规则加进去，因为那是同70 Phonograms 并用的。86楼的教法用的不是 phonograms 的方式。你如果打算用86楼的教法，我过几天把我之前发过的 26 个 Phonics 发音剩余的 18 个发音抽出来给你听听看。唱的部分在CD还回来时不知何故部份音轨遭到破坏了，我就不抽那部份了。 <img src='images/smiles/lol.gif' smilietext='

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yqbyqb8 · 发表于 2006-6-6 01:00:04

fengNwei+2006-06-05 21:35-->引用:fengNwei @ 2006-06-05 21:35 86楼：的 Phonics 基本教程介绍很不错。Phonics 本来就不是教会了就放一边的东西，是必须不停的学习、复习、运用的。如果没看错，这个教法使用的是 Blends 和 Word Family 的方法，与小荷那个帖所谈的 70 Phonograms 的方法是不同的。虽然方法各异，不过各施各法，取适合自己的法子就是了。89楼：如果你用86楼的教法，不宜把28条规则加进去，因为那是同70 Phonograms 并用的。86楼的教法用的不是 phonograms 的方式。你如果打算用86楼的教法，我过几天把我之前发过的 26 个 Phonics 发音剩余的 18 个发音抽出来给你听听看。唱的部分在CD还回来时不知何故部份音轨遭到破坏了，我就不抽那部份了。 <img src="images/smiles/lol.gif" border="0" onclick="javascript:window.open(this.src);" alt= style="CURSOR: pointer" onload="javascript:if(this.width>screen.width-500)this.style.width=screen.width-500;" />

好啊，太谢谢了。我太缺乏象荷叶子那样的钻研精神了，只是粗略看看，然后按着自己的大概理解去做,并不一定正确，我这个妈妈缺乏毅力，所以只想找轻松的方法，在我看来，目前这样做比较轻松，小孩也比较容易接受.我今晚只教了ABCDF这五个音，把A的牌甩出来，然后跟BCDF这几个音放一起拼读，既AB，AC，AD，AF，BA，CA，DA，FA。这个玩完了后我们还轮流找以这些音为首的单词，比如我甩A牌出去，说个ASS，她说APPLE，就这么玩大概每个人说三四个词，进行得挺顺利的。FNW说得不错，我的方法主要还是以WORD FAMILY为主，主要是因为这样学小孩比较有成就感，容易入门些，不过我在以后的学习会加入70个PHONOGRAMS AND RULES，我觉得以上的教法和PHONOGRAMS AND RULES的教法并不冲突，因为这26个字母就是26个音，先教这基本的26个音入门后学起来就轻松得多了。

yqbyqb8 · 发表于 2006-6-6 10:51:38

http://www.etjy.com/showthread.php?t=52738&extra=%26st%3D8%26pp%3D200...%3D8%26pp%3D200 http://penmanship.donnayoung.org/100ez.htm

yqbyqb8 · 发表于 2006-6-6 10:59:07

<h1 style="MARGIN: 0cm 0cm 0pt">FNW提供的RULES</h1><h1 style="MARGIN: 0cm 0cm 0pt">http://www.etjy.com/showthread.php?t=51915&extra=%26st%3D8%26pp%3D50...t%3D8%26pp%3D50</h1><h1 style="MARGIN: 0cm 0cm 0pt">以及渔家的29 rules</h1><h1 style="MARGIN: 0cm 0cm 0pt">Consonants <h1></h1></h1><h1></h1>The phonograms: b c d f g h j k l m n p qu r s t v w x y z 1) Q is always written with two letters, qu, when we say “kw.” The u is not considered a vowel in this case.2) C before e, i, or y says “s.” When c by itself has a sound, it always says “s” if followed by e, i, or y (cent, ci ty, cy clone); otherwise its sound is “k” (cat, cy clone, mu sic). 3) G before e, i, or y may say “j.” When g has a sound by itself it can say “j” only if it is followed by e, i, or y. When followed by any other letter, it always says (hard) “g.” “Get,” “girl,” and “give” show that e and i do not always make g say “j.” 4) Gu before e, i, or y says “g.” In order to keep g hard before e, i, or y within a word, a “u” is added after the g, as in guest, guide, guit ar. The u goes with the g and does not act like a vowel in this case. Most words containing gu are from French and Spanish. <h1 style="MARGIN: 0cm 0cm 0pt; LINE-HEIGHT: 150%">Vowels </h1>The phonograms: a e i o u y 1) The vowels a, e, i, o, and u usually say (short) a, e, i, o, and u, when followed by a consonant before the end of a syllable, as in at, end, in, odd, and up.2) The vowels a, e, i, o, and u usually say (long) a, e, i, o, and u at the end of a syllable, as in na vy, me, si lent, o pen, and mu sic. 3) “I” can say (long) “e” when it comes before another vowel in a suffix, as in ra di o or mil li on. 4) “Y” says (long) “i” at the end of short words or at the end of a syllable, as in my, try, ty rant; but at the end of a suffix y usually says (long) “e” as in ba by, love ly, and hap py. 5) A, o, and u can sometimes have a third sound, as in want, do, and put. <h1 style="MARGIN: 0cm 0cm 0pt; LINE-HEIGHT: 150%">Silent Final E </h1>1) time: The silent e is there to let the vowel say its name. 2) have: In English we cannot end a word with a “v,” so the silent e follows the “v.” 3) chance, change: The silent e follows the c and g so that they can say “s” and “j.” 4) lit tle: Every syllable in English must contain at least one vowel. The -ble, -cle, -dle, -fle, -gle, -kle, -ple, -sle, -tle, and -zle endings are the only syllables that would not contain a vowel without the silent e. 5) please: The silent e comes after a single s or z at the end of a root which is preceeded by another consonant or vowel team. The silent e shows that the s or z belongs to the root and is not a part of a suffix. Compare “pleas” (more than one plea) to “please,” and “dens” (more than one den) to “dense.” 6) are: The silent e gives length and importance to very short words, so that they can be used as main-idea words, as in come, ewe, awe. <h2 style="MARGIN: 0cm 0cm 0pt; LINE-HEIGHT: 150%">Consonant Teams for Special English Sounds</h2>The Phonograms: ch gh ng ph sh th wh 1) ch: pronounced as in church (English pronunciation); as in Christmas (Greek pronunciation), or as in chef (French pronunciation). 2) gh: is silent, as in straight, light. “Gh” is a team which represented a special German sound that has completely disappeared from the English language, although it remains present in some spellings. 3) ng: as in long, ring, playing. “Ng” only occurs at the end of roots, and in the -ing ending. 4) ph: as in phone, and is a Latin consonant team for the sound of “f.” 5) sh: as in ship, fish. “sh” is used only at the beginning and ending of English root words (not in words of foreign origin, ever). 6) th: voiced, as in the, them, and these; or unvoiced, as in three, thing, and thank. 7) wh: says “hw” as in when and wheel, and only occurs at the beginning of roots, never at the end of words. In spelling, remember to use “wh” for question words (who, what, when, why, where, which) and for words having to do with whistling or whining noises (whinny, whisper, whip, whirl). <h2 style="MARGIN: 0cm 0cm 0pt; LINE-HEIGHT: 150%">Consonant Teams for the End of a Root Word</h2>The Phonograms: ck dge tch ff ll ss zz 1) ck: as in duck, clock, quack, and is used at the end of a root word right after a short vowel. Use “k” at the end of a root right after consonants (risk), long vowels (leak), or special vowel teams (book). 2) dge: as in bridge, edge, sledge, and is used at the end of a root word right after a short vowel. Use “ge” at the end of a root right after a consonant (hinge), long vowels (page), or special vowel teams (gouge). 3) tch: as in watch, scotch, stitch, and is used at the end of a root word right after a short vowel. Use “ch” at the end of a root right after a consonant (bench), long vowels (reach), or special vowel teams (couch). 4) ff: as in stiff, fluff, and is used at the end of a root word right after a short vowel. Use “f” at the end of a root right after a consonant (gulf), long vowels (loaf), or special vowel teams (roof). 5) ll: as in well, hill, and is used at the end of a root word right after a short vowel. Use “l” at the end of a root right after a consonant (curl), long vowels (feel), and special vowel teams (tool). 6) ss: as in glass, dress, moss, and is used at the end of a root word right after a short vowel. Use “se” at the end of a root right after a consonant (tense), long vowels (please), or special vowel teams (house). 7) zz: as in fizz, jazz, and is used at the end of a root word right after a short vowel. Use “ze” at the end of a root right after a consonant (bronze), long vowels (breeze), or special vowel teams (gauze). <h2 style="MARGIN: 0cm 0cm 0pt; LINE-HEIGHT: 150%">Silent Consonants</h2>The Phonograms: gn kn mb mn rh wr 1) gn as in gnat, reign, sign. “G” is silent before “n” at the beginning or end of a root word. In Old English, the g was pronounced, which is why it still shows up in spelling. When the root ends in gn and English suffixes are added, the g remains silent (sign, signing), but when Latin suffixes are added, the g sounds (sign, signal). 2) kn as in knife, knee, knight. “K” is silent before “n” at the beginning of a root word. In Old English, the k was pronounced. Most words containing kn have meanings related to knuckles or knees. 3) mb as in lamb, comb, climb. “B” is silent after “m” at the end of a root word. But when some suffixes are added to the root, the b sounds (crumb, crumble). 4) mn as in autumn, hymn. “N” is silent after “m” at the end of a root word. But when suffixes are added to the root, the “n” sounds (condemn, condemnation). 5) rh as in rhyme, rhythm, rhubarb. “H” is silent after “r” at the beginning of the root word, and in rare cases, at the end of the root (myrrh). “Rh” is a Latin team used for sounds in Greek words the Romans borrowed. 6) wr as in write, wring, wrist. “W” is always silent before “r” at the beginning of a root word. In Old English, the “w” was pronounced. All words containing the wr team have meanings related to twisting. <h2 style="MARGIN: 0cm 0cm 0pt; LINE-HEIGHT: 150%">R-Controlled Vowels</h2>The Phonograms: ar er ear ir or wor ur yr The rule is the same for all r-controlled vowels: the short sound is controlled by a final r or r followed by other consonants; however, if the next sound following the r is a vowel, the vowel will capture the r sound and leave the first vowel unchanged. 1) ar: controlled in car, carton, carnation. Unchanged in carry, barrel, paragraph, daring. 2) er: controlled in her, clerk, father. Unchanged in berry, herald, period. 3) ear: controlled in heard, learn, earnest. Unchanged in wearing, bearing. 4) ir: controlled in first, girl, bird. Unchanged in mirror, spirit, tiring. 5) or: controlled in or, for, fortune. Unchanged in sorry, borrow. 6) wor: Always controlled: worm, worthy, workmanship. 7) ur: controlled in nurse, church, burn. Unchanged in fury, purest, security. 8) yr: controlled in myrrh, myrtle, martyr. Unchanged in syrup, pyramid, lyric. Six teams say “er”: er, ear, ir, wor, ur, and yr. <h2 style="MARGIN: 0cm 0cm 0pt; LINE-HEIGHT: 150%">Vowel Teams</h2>The Phonograms: ai-ay ei-ey ey ee ea oa-oe ow ui-ue eu-ew ie cei 1) ai and ay are partner teams for long a: ai is found within the root (rain), and ay at the end of the root (play). 2) ei-ey are partner teams for long a: ei is found within the root (eight), and ey at the end of the root (they). 3) ey can say long e when it is used as a suffix, as in money, turkey, or valley. 4) ee is a vowel team for long e used within or at the end of a root (see, sheep, meet). 5) ea is a vowel team for long e used within or at the end of a root (sea, each, please). Ea can say short e in certain words, many of which are suffixed forms of root words containing the ea team for long e, as in meant (mean), health (heal), and pleasure (please). 6) oa-oe are partner teams for long o: oa is found within the root (coat), and oe at the end of the root (toe). 7) ow is a vowel team for long o used at the end of a root (blow, grow) or before a final l or n (blown, grown, bowl). Most of the words in which ow is before a final n are past tense forms of verbs ending in ow. Ow is also a native English suffix, as in yellow, pillow, arrow.8) ui-ue are partner teams for long u: ui is found within the root (fruit), and ue is found at the end of the root (blue). 9) eu-ew are partner teams for long u: eu is found within the root (feud), and ew is found at the end of the root or before a final n (blew, hewn). 10) ie is a vowel team for long e used within the root, as in chief, piece, relief. Ie can say long i when it occurs at the end of a short root word, as in pie, tie, or lie, or when it is used in a suffix as a substitute for y that has the sound of long i, as in cried (cry), flies (fly), or denied (deny). The exceptions are friend and sieve. 11) cei always says long e, as in receive, ceiling, and conceit. 12) Learn these sentences to help you remember the use of ie-ei: I before e except after c or if it says a as in neighbor and weigh. (Ei in neighbor and weigh is part of the partner team ei-ey.) Exceptions: Neither foreign sovereign, (low on) protein, seized either (the) counterfeit, forfeited leisure, (or the) weird heifer. <h2 style="MARGIN: 0cm 0cm 0pt; LINE-HEIGHT: 150%">Vowel Teams for Special English Sounds</h2>The Phonograms: au-aw oi-oy ou-ow oo 1) au-aw are partner teams for the sound “aw”; au is found within the root (cause), and aw is found at the end of the root or before a final k, l, or n (paw, hawk, crawl, yawn). 2) oi-oy are partner teams for the sound “oy”; oi is found within the root (oil), and oy is found at the end of the root (boy, loyal). 3) ou-ow are partner teams for the sound of “ow”; ou is found within the root (loud), and ow is found at the end of the root or before a final l, n, and sometimes d (cow, tower, howl, down, crowd). 4) oo has a short and long sound. It is long at the end of a root and within the root as in too, tool, balloon. It is sometimes short within the root, especially before k, as in good, foot, book. <h2 style="MARGIN: 0cm 0cm 0pt; LINE-HEIGHT: 150%">The Wild “ou” Vowel Team</h2>The ou vowel team can stand for six vowel sounds. 1) As part of the ou-ow partner team, ou says “ow” as in loud or shout. This is by far the most common use of the ou phonogram. 2) ou can say the long “oo” sound, as in you, group, through. Many of these words are borrowed from French, where the long oo sound is the normal sound for the phonogram ou. 3) ou can say long o, as in four, though, soul. In many of these words, an r or l follows the ou phonogram. 4) ou can say short u, as in touch, young, country. Ou also says short u in the suffix -ous, as in famous, raucous, pious. 5) When the vowel team ou is followed by the consonant team gh, the resulting phonogram, ough, can say many different sounds, as in though, cough, rough, drought. 6) When the vowel team ou is controlled by a final r at the end of a root, the resulting team, our, can say “er”, as in journey, flourish, and courage. The words in which ou is r-controlled are all from French. <h2 style="MARGIN: 0cm 0cm 0pt; LINE-HEIGHT: 150%">T, S, and C Distortions</h2>The Phonograms: ti, tu, si, su, ci, ce 1) sh is used to say “sh” at the beginning and end of a root word, and at the end of a syllable (sheep, fish, dishes), but except in the suffix -ship (friendship, worship), it is not used at the beginning of an inside syllable. 2) ti and si are most frequently used to say “sh” at the beginning of an inside syllable (nation, partial, tension). 3) t before an unstressed u in a suffix says “ch”, as in picture, fortune, statue. 4) s before u says “sh” or “zh” as in sure, tissue, pleasure. 5) si and su are the only phonograms to say “zh” as in vision, pleasure. 6) ci can be used to say “sh” at the beginning of an inside syllable, especially when the root word ends in -ce, as in face, facial. 7) ce and ci as a single syllable says “she”, as in oceanic, associate. <h2 style="MARGIN: 0cm 0cm 0pt; LINE-HEIGHT: 150%"> </h2><h2 style="MARGIN: 0cm 0cm 0pt; LINE-HEIGHT: 150%">Spelling Rules for Adding Suffixes</h2>Native English Suffixes 1) If the suffix begins with a consonant, the suffix is added to the root without changing the root. 2) If the suffix begins with a vowel, add the suffix to the root without changing the root, unless: a. the root contains a short vowel right before a final consonant, then double the final consonant before adding the suffix (run to running; dip to dipped, red to reddish, cut to cutter). b. the root ends in a silent e, then drop the silent e before adding the suffix (bake to baked, wide to widen, large to larger). c. the root ends with the vowel y (not the “ay” vowel team), then change the y to i and add the suffix (cry to cries, dry to drier), but if the suffix to be adding is the -ing ending, then leave the root as it is and add the suffix (cry to crying, dry to drying). 3) When two or more suffixes are added to the root in succession: a. if the first suffix is -y or -ly, change the y to i before adding a second suffix, regardless of whether the second suffix begins with a vowel or a consonant (like to likely to likelihood, hap to happy to happiness, hap to happy to happier). b. If the first suffix is the -le syllable, we keep the e before a second suffix beginning with a consonant (settle to settlement, gentle to gentleness); but we drop the e if the second suffix begins with a vowel (straggle to straggler, haggle to haggling). <span lang="EN-US" style="FONT-SIZE: 12pt; FONT-FAMILY: Arial; mso-bidi-font-size: 10.0pt; mso-bidi-font-family: 'Times New Roman'; mso-fareast-language: ZH-CN; mso-fareast-font-family: 宋体; mso-ansi-language: EN-US; mso-font-kerning: 1.0pt; mso-bidi-language: AR-SA">To add Latin suffixes to roots, please refer to Mrs. Bishop’s excellent discussion of the subject in Appendix B: Syllables, Stress, and Word Structure, pages 299-332 in The ABC’s and All Their Tricks.此帖由 yqbyqb8 在 2006-06-06 23:07 进行编辑...

缘源圆 · 发表于 2006-6-6 21:08:13

看这里：【原创】Phonics 后 18 个发音 [ 2 帖资历 ] <img src="images/smiles/smile(1).gif" border="0" onclick="javascript:window.open(this.src);" alt= style="CURSOR: pointer" onload="javascript:if(this.width>screen.width-500)this.style.width=screen.width-500;" /> 此帖由 fengNwei 在 2006-06-06 21:11 进行编辑...

yqbyqb8 · 发表于 2006-6-6 23:04:28

今晚上学A，B，C，D，F，G，H音，没有增加多少，我先是跟她一起念ALLIGATOR ACTING AAA，一直到H，然后又是以每个字母开头说单词，比如A IS FOR APPLE，说到想不出为止，女儿都是抢着说的。虽然是复习，但是已经开始拼3个字母了，她拼读得不错，每拼出一个词，我都让她造个句子，比如HAD，她造 I HAD A DOG。还有其他的词，比如：BAD，AT，PAT，CAT，AS，HAT等等，她已经会很多辅音了，所以即使我没系统教到，为了能拼成词，我也会先拿出来用。为了让她看到自己的成绩，我接下来会用WORD WALL 的方法，每拼会一个词就记录下来，慢慢积累，成绩将会不斐啊。此帖由 yqbyqb8 在 2006-06-06 23:25 进行编辑...

yqbyqb8 · 发表于 2006-6-7 01:30:34

<table style="TABLE-LAYOUT: fixed; WORD-WRAP: break-word" cellspacing="0" cellpadding="0" width="100%" border="0"><tr><td valign="top"><div class="postcontent" id="show564764">Sequence for Teaching PhonicsReadiness SkillsLeft-to-right progressionVisual discrimination (same/different)Duplicate patternsAlphabet recognitionMatching uppercase and lowercase letters（我们现在在这个阶段）Recognizing rhyming wordsLevel IInitial and final consonantsMedial consonantsHard and soft “g”Hard and soft “c”Variant sounds for “s” (see, sugar, rose)Short vowelsLong vowelsY as a vowelCVC word pattern (Consonant, vowel, consonant – cap, pin, hop)CVCe (cape, pine, hope)Level IIConsonant blends – gl, br, fl, fr, gl, gr, pl, pr“S” blends – sc, sk, sl, sm, sn, sp, sr, st, swSpecial blends – tw, ng, quConsonant digraphs – sh, ch, th, whConsonant digraph blends – shr, thr, sch, chrVowel combination – ai, ay, ee, ea, oa, oe, ow, ueCVVC pattern (rain, boat)R-controlled vowels – ar, er, ir, or, urTense endings - -s, -ed, -ingComparative endings - -er, -ir, -est, iestLevel IIIVowel dipthongs – oy, oi, ow, ou (boy, coin, cow, out)Variant sounds in vowel combinations – al, ea, ei, ie, ey, oo (walk, bread, weigh, piece, they, book/moon)Special r-controlled vowels – are, air, ear, eerSpecial consonant digraphs – pg and ghSilent letters (knock, lamb, write)Variant sounds for ch (chef, chorus)Suffixes –

refixes –

honetically irregular words (again, enough, through, love, one, does, friend, tough, eight, often, two, been)Compound wordsContractions

ossessives

lurals Synonyms, antonyms, homonyms</div></td></tr><tr><td><div><table style="TABLE-LAYOUT: fixed; WORD-WRAP: break-word" cellspacing="0" cellpadding="0" width="100%" border="0"><tr><td valign="top"><div class="postcontent" id="show565739"><table cellspacing="2" cellpadding="0" width="741" border="0"><tr><td valign="top" width="356"><table cellspacing="2" cellpadding="0" width="341" border="0"><tr><td valign="top" align="left" width="337" colspan="3">Consonants, Short Vowels, and Word Families</td></tr><tr><td valign="top" align="left" width="69">Lesson 1</td><td valign="top" align="left" width="130">Consonant Nn</td><td valign="top" align="left" width="134"></td></tr><tr><td valign="top" align="left" width="69">Lesson 2</td><td valign="top" align="left" width="130">Short Vowel /a/</td><td valign="top" align="left" width="134"></td></tr><tr><td valign="top" align="left" width="69">Lesson 3</td><td valign="top" align="left" width="130">Consonant Pp</td><td valign="top" align="left" width="134">Nan and Pap</td></tr><tr><td valign="top" align="left" width="69">Lesson 4</td><td valign="top" align="left" width="130">Consonant Mm</td><td valign="top" align="left" width="134">A Nap and a Map</td></tr><tr><td valign="top" align="left" width="69">Lesson 5</td><td valign="top" align="left" width="130">Consonant Ss</td><td valign="top" align="left" width="134">Sam and the Sap</td></tr><tr><td valign="top" align="left" width="69">Lesson 6</td><td valign="top" align="left" width="130">Consonant Tt</td><td valign="top" align="left" width="134">A Pat and a Tap</td></tr><tr><td valign="top" align="left" width="69">Lesson 7</td><td valign="top" align="left" width="130">Short Vowel /o/</td><td valign="top" align="left" width="134">The Tot and the Pot</td></tr><tr><td valign="top" align="left" width="69">Lesson 8</td><td valign="top" align="left" width="130">Consonant Dd</td><td valign="top" align="left" width="134">Don and Dots</td></tr><tr><td valign="top" align="left" width="69">Lesson 9</td><td valign="top" align="left" width="130">[url=http://www.readinga-z.com/newfiles/phonics/lesson_09.html]Word Families -an,

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