Book Ten Part Two

Eeeee!
Intermediate
Long Vowels

eeeeee ee
Written and illustrated by

Miz Katz N. Ratz

A Progressive Phonics book T.M.

Copyright (c) 2004. 2005 by Miz Katz N. Ratz, patent pending

Book 10 Part Two Table of contents

O + silent “e” additions

and revisions

U + silent “e”

E + silent “e”

No pinching! (silent “e” and

double consonants)

The many spellings of the “ooo”

vowel sound

Mix it up

Links

List of words taught in this book

(the final version of this book – Parts

One and Two combined – has page numbers)
Note:

The “O + silent E” section of

the book was revised and updated.

If possible, we recommend
starting from scratch using the
FINAL version of Book 10. (The
final version also has page numbers.)

But, if you are concerned about

saving ink/paper, we have provided
this Part Two of the Book in a way
that saves you the most ink/paper.

In this Part Two, we have removed

as many “repeated pages” as
possible, but if the sequence of
a page was important, we have
repeated it so that it’s in the
CORRECT new sequence.
T h e l e tt e r “ o ” is d i f f e r e n t f r o m
o th er v o w el s . Wh e n h e s ee s th e
n au g h t y “ e , ” h e t h i n k s t o h i m se l f ,
“uh , oh! ” – and then, when the
n au g h t y “ e ” r e a c h e s o u t a n d p i n c h e s
t h e p o o r l i tt l e l e t te r “ o , ” m o s t o f th e
t i me t h e “ o ” sa y s “ o h ! ” l i k e i n “ jo k e ”
a n d “ b o ne , ” b u t s o m et i me s h e sa y s
“ u h ! ” li k e i n “ so me ” a n d “ o n e” a n d “l o v e . ”

S o r e m e mb er – t h e l et t e r “ o ” i s g o i n g
to s ay “uh ” o r “oh” – “u h oh! ”

uh oh

jok
 Wh en yo u see t he le tt ers “ wr ” t oget he r,
re me mb er t ha t th e “ w ” i s si le nt .
L et ’s pra ct ic e...

I d on’t kno w what is w r o ng w it h m e –

I w r o t e my n a m e h e r e o n m y k n e e ,
Bu t I w r o t e it w r o ng ,
I w r o t e th e n am e “ T o m , ”
T o m i s w r o ng – my n a m e is Jo h n .
My dog was h ungry, so h e c h e we d a b o n e .
H e wa s sl e ep y, so h e t o o k a n ap .
H e wa n te d t o p la y , so h e r an o u t si d e –
A n d wh at d o I th in k o f t h a t ?

A d o g ’ s l if e i s so e as y ;
A d o g ’ s l if e i s so n i c e;
I w i sh I w a s a d o g ,
So l i f e co u l d b e t w ic e a s n i c e .
 gone ” lo oks l ike “ bone ” a nd
T h e word “

“ pho ne ” bu t sound s di ffere nt . In t he word

“ gone ,” t he nau ght y “ e ” d oes n oth in g – he

d oesn’t p in ch th e l et t er “ o ” – t ha t’s wh y th e

word “ gone ” soun ds l i ke t he word “ on .”

Wh e n I w e n t t o sl e e p , m y so c k w a s on;
Wh e n I w o k e u p , m y so ck wa s gone.
The s ock was lo n g , u p t o m y k n ee ,
Bu t n o w it ’ s g o n e – h o w c a n t h a t b e?
H a s m y si l ly so c k g o ne f i sh i n g ?
H a s m y so c k g o n e t o t h e s to r e ?
O h ! I w a s w r o ng , my s o c k i sn ’ t g o ne –
S e e m y so ck , i t’ s o n t h e f l o o r .
M y si st e r h a s g o n e ho me –
S h e l ef t m e h e r e a lo n e –
S h e sa i d t h a t I wa s mu ch to o l o u d ,
A n d p u l l in g h e r h a i r i s n o t a l l o w ed .

H a s m y b r o th er gone b ac k ho me ?
N o ! He ’ s p la y i n g w it h s o m e rope.
I w i ll a sk h i m i f h e ’ l l p l ay w it h m e –
We c an sw i n g on th e rope a r o u n d th at t r e e.
Re m e mb er , t h e le t te r “ o ” s ay s “u h o h ! ” –
s o m e ti m es h e sa y s “ u h ” wh en p i n c h e d
e
b y t h e n a u g h t y “ , ” a n d s o m e ti m e s
h e s a ys “ o h . ”

We h a v e j u s t p r a ct i ce d wh en th e l e t te r
“ o ” sa y s “ o h ! ’ – n o w le t ’ s p r ac t i ce w h e n
t h e “ o ” sa y s “ u h ! ”

uh oh

jok
I h av e s o me b ook s
T h a t I l ik e t o r ea d .
I h av e s o me toys
That belong to me:
So me d o l ls ,
A n d s o me p u z z l es –
So me e a sy ,
So me a r e t r o u b l e.
Wh e n my c h o r es a r e d o ne ,
I c a n w a tc h T V ;
A n d wh en th e T V sh o w is do ne ,
I t i s t im e t o r e a d .
A n d wh en th e b o o k is do ne ,
I g o to sl e ep
Wi t h a b l an k e t o n m y h e ad
A n d a p il l o w f o r my f e e t.
 w ” at t he
In th e word “one, ” i t soun ds l i ke t he re i s a “

b egi nni ng of t he word – but t he re i sn’t a ny “ w ” in t he

word – t ha t’s j ust how we say i t – “ one .”

I w a n t ed to e at o ne apple,
One apple jus t f or me,
Bu t t h e r e w e r e n o ne h e r e in th is b o w l –
N o ne t h a t I c o u ld se e .

I l o o k e d e v e r y wh er e f o r a p p l e s,
Bu t s a d l y t h e r e w e r e n o ne .
I r e a l ly w o u l d h a v e l i k e d
One a p p l e , n o t j u st no ne .
My brother h as so me candy,
Bu t I h av e no ne .
I a t e a l l mi n e ;
H e a te o n ly o ne .
I w i sh h e w o u ld sh ar e
H i s c a n d y w it h m e –
N o ne for him
A n d al l f o r me .
Wh en th e “ o ” is sayi ng “u h,” not i ce how he
somet i me s soun ds l i ke “ f un ” an d “ s un ” –

There is o nly o ne s un u p in th e s k y ;
J us t o ne s un , w a y u p h i g h .
A n d la t e at n i g h t ,
Wh e n th e s un is do ne ,
T h e s ta r s c o m e o u t
To h ave s o me fun .
So me s ta r s t wi n k le ,
A n d so me s ta r s l au g h ;
A n d wh en it r a i n s ,
So me t a k e a b a th .
 o ” some ti mes sa ys “uh ” – ev en whe n
T h e l et t er “

t he na ught y “ e ” is not arou nd, l ike i n t he words

“ won ” and “ s on .”

T h e n u m b e r si x
A n d th e n u m b e r o ne
H a d a r a c e, an d
The n umber o ne w o n .
The n umber o ne w o n
Be c a u s e h e w a s f as t;
T h e n u m b e r si x l o s t
Be c a u s e h e w a s l a st .
The n umber o ne
A n d h i s l it t l e s o n
We r e h a p p y t h a t
The o ne had won.
Bu t t h e n u m b e r si x
A n d h i s l it t l e son
Wi sh ed th at t h e
N u m b e r s ix h a d won.
 In some pa rts of t he worl d,
f r om ”
T h e l i tt l e word “
c an sound l ike “ s ome ” –

I ate s o me ca k e
F r o m th is p l at e –
I o n l y a t e s o me
Bu t t h e c a k e f i ll e d u p
M y tu mm y - t um - t um .

In oth er p art s of t he world ,

f rom ”
T h e l i tt l e word “

c an sound l ike “ Tom ” –

Tom ca m e from
A v e r y n i c e p la c e ;
Tom
Y o u ca n t e l l from th e s mi l e
On his happy face.
 o ” al so says “uh” i n wor ds
T h e l i tt l e “

l i ke “ g l o v e ” a nd “ l ov e .”

I t h i n k th at I h a v e l o st m y glove –
The glove th at m a tc h e s my o u tf it .
O h , d e ar ie m e, I love that glove ;
Ca n yo u p l e as e , p l e as e h e lp me f i n d it ?
 z z z
z z z

I love my d o g , D o z y,
Bu t h e wo n ’ t come to me –
Wh e n I c a l l h im b y h i s n a me ,
H e a lw a ys g o e s to sl ee p .

I love my l it t le d o g ,
H e ’ s t h e sw e e te s t, l i tt l e p u p .
M a yb e h e wi l l come
I f c h an g e h is n a m e t o : Wa k e U p !
Now let’s practice reading when the letter “ o”
is saying “oh, ” and when he is saying “uh. ”

O h d ea r , wh at h a v e I do ne ?
I a t e a h u n d r ed d o n u t s
Wh e n I s h o u l d h a v e e at e n o ne .
M a ma c a ll e d t h e d o c t o r o n t h e pho ne ,
A n d h e to ld h e r t o
Ro ll m e h o me .
M a ma m a d e co o k i e s
A n d wh en th ey w e r e d o ne ,
I ate two
A n d sh e a t e o ne .
Wh e n we w o ke t h i s m o r n in g ,
T h e r e w e r e n o ne –
I k now it was the do g;
H e wa s li c k i n g t h e c r u m b s .
I w a n t my c a t t o c o me ho me
A n d sp e n d so me t im e w it h m e .
I w a n t my c a t t o c o me ho me ,
Bu t h e wo n ’ t c o me d o wn th e t r e e .

M y ca t i s n o t do ne s le e p i n g
U p t h e r e i n t h e t r e e;
H e sa y s h e w i ll c o me down
A t a q u a r t e r a f te r t h r ee .
I h av e s o me m o n ey ,
Bu t n o t a lo t.
Eno ugh to b uy so me ice cream
And s o me p i z za n i c e an d h o t.

I w o u ld li k e t o t ak e th e p iz z a
Ho me w it h m e ,
Bu t m y d o g wi l l e a t th e p iz z a ,
A n d h e wo n ’ t le a v e s o me f o r me .
I w o ke l a st n i g h t ;
M y te d d y b e ar wa s g o ne .
He had g o ne d o wn st a ir s
A n d th e l i g h t w as on.
I s aw t h a t my d o ll
Had g o ne d o wn to o –
T h e y w er e e a t in g p o p co r n
A n d wa t c h i n g a ca r t o o n .
I love to co o k s p a g h e t ti
I n a b ig p o t o n t h e s to v e ;
I love to co o k s p a g h e t ti ,
A n d th en wr ap it a r o u n d m y no se .
I a l so love to ba ke a c a ke
I n th e o v en o f o u r s to v e .
A c a ke c an ta s te so v e r y n i ce ,
A n d sm e ll s b et t e r t h a n a r o se .
I’m a big, green fro g,
A n d I h a v e a b ig , g r e en n o se ,
I l o v e to r u n b ar ef o o t ,
A n d I l o v e t o se e m y t o e s .
I l o v e to r u n b ar ef o o t –
Bu t I d o n ’ t lo v e w e ar in g c lo th es .
The words “ drive ” and “drove ” mean the
same thing. We say “ drive” when we talk about
driving now or in the future. We say “ drove”
when we talk about driving in the past.

I l i k e to d r iv e m y li t tl e c ar ;
I l i k e to d r iv e i t r ea l l y f ar .
Y e st e r d a y I d r o v e to th e s to r e ;
T o m o r r o w I w il l d r iv e so me m o r e .

M y d o g a l so li k e s t o dr i v e w it h m e –
I r e m e mb er th e t i m e w h e n I w a s t h r e e ,
I dr o v e my dog aro und the tree.
T h e c a r t ip p e d o v e r a n d w e b o t h f e l l o u t ;
I s ai d , “w o o f ! ” a n d m y d o g s a id , “ o w ! ”
The words “ dive ” and “dove ” also mean the
same thing. We say “ dive ” when we talk about
diving now or in the future. We say “ dove ”
when we talk about diving in the past.

I l i k e th e p e n g u i n s at t h e z o o –
They di v e into the pen guin po ol.
I w a n t ed to le a r n h o w t o div e in too ,
J u s t l i k e th e p e n g u i n s at t h e z o o .
S o y e st e r d a y I dove in to a p u d d le –
I b u m p e d m y h ea d an d w as c o v e r e d i n m u d d le .
A dove is a gra y bi rd. “ Dov e ” looks
dov e ,” but so unds li ke
l i ke t he word “

“ lo ve ” an d “ g love .”

D i d y o u e v e r s ee a l it t le do v e
D iv e d own fro m s ky?
O n e t im e I sa w a li t tl e do v e
Wh e n an ai r p la n e a l mo st c au g h t h e r .
The do v e do v e d o wn ,
Bu t t u r n e d a r o u n d
Wh e n sh e a l mo st h i t t h e w a te r .
 li e
u+ e
nt
s
U
cut
 c ut e
I w a n t ed to lo o k
Wi t h a c u te h a i r c ut ,
S o I p a i d t w o d o ll a r s
T o g et i t c ut , but . . .
T h e y o n ly c ut o ne hair,
A n d it d o es n ’ t lo o k c ut e .
A n d th e h ai r t h a t t h e y c ut –
H a ! I t f e ll i n t o m y b o o t .
O n t h e f i r s t d ay o f sc h o o l ,
T h e t e ac h er sa id to us :
“ D o n ’ t b e l a te
“ T o c a tc h th e bus . ”
S h e a ls o t o l d us . . .
To us e o u r ma n n e r s,
U s e o u r b r ai n s ,
A n d to u se u m b r el l as
Wh e n it r a i n s.
S h e t au g h t us a l o t at s ch o o l t o d a y –
We d i d n ’t j ust si t a r o u n d a n d p la y .
 Sue

tr u e ,
Y e s, i t is
M y na me i s Sue .
I t ’ s w r i t te n o n m y c up –
S - u- e f or Sue .
T he d ay t ha t I w a s b or n ,
T he d oc to r ha d n o c lue –
H e f or got to we a r hi s gla s se s,
A nd he sw i tc he d t he pi nk a nd bl ue .
S o t he y c al l ed me Sue ,
A nd , dude , i t ’s j us t m y lu c k –
I h ave a l ot of do ll s ,
B ut I r ea l ly w a nt a t r u ck .
 excuse me

M y si st e r ’ s n am e i s S u z ie –
S h e a lw a y s s ay s , “ e x c use me , ”
S h e a lw a y s s ay s , “ p l ea s e, ”
A n d sh e t r i e s h a r d n o t t o sn ee z e .

M y si st e r h a s a c a t;
S h e c a ll s h im Luk e .
His fu r is long,
A n d h i s e y es a r e b lue .
One day I heard Lu ke
S a y, “ e x c u se me ” –
H e so u n d e d ju st l ik e
M y b i g si st e r S u z ie .
S ome ti me we say “ us e ” a nd “ excus e ” wi t h
a “ z ” so und, an d somet i me s we sa y “ us e ” an d

“ e xcuse ” wi t h a n “ s ” soun d.

My brother h as no u se
F o r t h i s b o t tl e o r t h i s c u p ;
My brother h as no u se
F o r a l l t h i s b a b y st u f f .

My brother wants to us e
T e l ep h o n es a n d t r u c k s;
My brother wants to us e
O n l y g r o w n u p st u f f .
 zz
z
zz
z

I l i ke to u se m y dog
Whe n I p la y ba s eb al l ;
I l i ke to u se m y dog
T o c a t ch e ac h a nd e ver y b al l .

Bu t m y do g f e ll a sl e ep
I n th e m i ddl e of a ga m e.
H e di dn’ t sa y, “ Exc u se m e , ”
S o I c a ll e d m y dog a na m e .

I s ai d, “Wa ke up si l ly do g! ”
A nd , “ Wh at i s you r e xc us e ? ”
Bu t h e di dn’ t st op sno r i ng,
S o i t wa s n’ t a n y us e .
 li e
e+e
nt
s
e
te n
Wh e n th e n au g h t y si le n t “ ” e
s n e a k s u p o n h i s t wi n b r o t h e r ,
h e d o e sn ’t u s u a l ly l e t a n y o t h e r
l e tt e r s ta n d b e tw e e n t h e m.

H e g e ts r e a ll y cl o s e , t h e n p i n c h e s
h is b r o th er an d m ak e s h i m ca l l o u t
e
h is n a m e: “ ! ”

e
ne d
T h i s is wh y wo r d s li k e “ ne e d ”
a r e n ’ t sp e ll e d “ ne de ” – b e c a u s e
t h e n a u g h t y s il e n t “ e ” u su al l y
m a n a g e s t o g e t r i g h t n e x t to h i s
b r o t h e r b e f o r e p i n c h i n g h im .
 e
ten te n

E v e r y b o y w h o se a g e is ten,
A n d wh o w an ts t o b e a teen,
Wi l l h av e t o f a c e th e f ac t
T h a t h e w il l n e v e r b e a “ te ne . ”
T h i s is b e c au se t h e n a u g h t y “ ”e
L i k e s t o s n e ak a r o u n d t h e “ n” –
A n d th is is h o w y o u ma k e t h e w o r d “ teen”
Wh e n yo u ’ r e st a r t in g wi t h a “ te n . ”
Wh e r e d o I g o w h e n I ’ m a sl e e p ?
D o I w a lk o u t si d e a n d d o w n t h e st r e e t ,
A l l w r a p p ed u p i n m y f l a n n e l s he e t ?
D o I ne e d m y sh o es ,
Or d o I float in the air?
Ca n I b e seen,
O r a m I th in n e r t h a n a h a i r ?
Do I me e t o th er ch il d r en ,
O r a m I al l a lo n e ?
G o s h , I ’ m g l ad my feet
Ca n f in d t h e i r wa y h o me .
I ne e d tof e e d m y t u m my
S o m e th in g v e r y s w e e t ;
I s we a r t h a t I h a v en ’ t
E a t en in a week.
Wh a t ’ s t h a t ?
O h t h a t ’ s n o th in g . . .
J u s t t u r k e y a n d st u f f in g . . .
A n d a l i tt l e r o a st be e f . . .
N o ! Yo u d o n ’ t u n d e r s ta n d –
I ’ m f a l li n g o f f m y feet.
I f e e l faint and dizzy
M y t e e t h ne e d so me t h i n g s w e e t .
 T h e l et t er “ Q ” al most a lways has
a l et te r “ u ” next t o it ...

The que e n c o u ld n o t t ie h e r s h o e s ,
N o m a tt e r h o w h a r d s h e tr ie d ,
She got qui te angr y –
S h e y e ll e d a n d s c r e am e d a n d cr ie d .

“I qui t ! ” s a id th e que e n
A s s h e t h r e w h e r sh o e s a w a y,
“I am qu it e , qui te hap py,
“ T o b e b ar ef o o t e v e r y d a y. ”
R emembe r , t he wo r d “ be e n ” l ooks li ke
“ t e e n ” but sou nds di f f er ent .

I h av e be e n t o t h e z o o a h u n d r e d t i m es ,
Bu t I ’ v e n e v e r be e n t h e r e a t n ig h t.
D o y o u th in k t h e a n i ma l s p a r t y
Wh e n th e m a n t u r n s o f f t h e li g h t ?
I n my m in d , I see e l e p h a n t s d an c e;
I see k a n g a r o o s i n sh o e s;
I see a n ts we a r i n g p an ts .
I w o u ld h a v ebe e n s o h a p p y
T o h a v e s e e n su ch a s i g h t –
Bu t I h av e n ev e r , ev e r be e n
T o t h e z o o at n i g h t .
 e
Al so r e me mb er , a l et te r “ ” al l by hi msel f i n a ver y sma ll
wor d li kes to cal l ou t hi s name so he doe sn’ t f ee l so l onel y.

e T he l i tt l e “ e ” w as l one l y;
T he l i tt l e “ e ” w as sa d;
he He c al l e d ou t h is na me – “ e ” –
S o he di d n ot f e el so ba d.
hello
T he n th e l e tt e r “ s ” j o in ed hi m,
she Sh e s a id he ll o t o t he “ e ”
T he n a “ w ” c am e a lo ng
we
we He sa i d, “ We a r e f a m il y. ”

A nd th e l i tt l e “ e ” w a s ha pp y
ws h T he l i tt l e “ e ” w as gl ad

e T he l i tt l e “ e ” ha s lo ts of f r ie nd s –
So he ne ve r f e e l s t oo s a d.
I w o n d e r w h a t i t ’ s l ik e
To be a be e –
I s it g o o d t o be a be e ,
O r i s i t b e t te r t o be me ?

If I was a be e ,
A n d if a be e w as me –
Wo u ld w e r ec o g n i ze e a ch o t h e r ;
Wo u ld w e s a y, “Y o u ar e me ! ”
S o m e ti m e s, t h e n a u g h ty
e
s il e n t “ ” d o e sn ’ t g e t r i g h t
n ex t t o h is b r o th er . Y o u w i ll
learn abou t thes e wor ds in a
l a te r b o o k , b u t f o r n o w, t h e
o n l y i m p o r ta n t w o r d – w h e r e th e
e
n au g h t y si le n t “ ” d o e s n ’ t g et
t o s n e a k u p n e x t to h i s b r o t h e r –
is the word “ the s e . ”

e
th es
es
T he s e t e e t h b e lo n g t o me –
Ca n yo u se e t h e m in my m o u t h ?
I h av e h a d t he s e te e t h si n c e I w as sm a ll ,
Bu t n o w th e y’ r e f a l l in g o u t .

I t ’ s a g r e a t wa y t o m ak e m o n ey ,
Se e t he s e pennies in my pocket,
Bu t I w o u ld r a th er keep my te e t h –
S h o u l d I sh u t my m o u t h a n d lo ck it ?
We say “ t hi s ” wh en we ’re t al ki ng a bout
on e t hi ng; we say “ t hes e ” whe n we’re ta lk in g

a bout t wo or more t hi ngs.

I want one of t he s e ap p l e s,
Bu t w h i c h o n e is th e b e st ?
I b it i n t o th is g r e en o n e ,
J u s t t o g i v e i t a t es t .
I a l so t r i e d t his red on e –
Wa s i t j u i cy ? Ye s!
I t e st e d a ll t he se a p p le s,
And non e o f them were bad –
Bu t w h e n sh e s aw th e se b i t e ma r k s,
M y mo m g o t r ea l l y m a d .
 t hi s ” and “ t ha t ” –
Ju st li ke we say “

we al so say “ t he s e ” and “ t ho se .”

T h i s is my boo k,
A n d t h a t is m y b ik e.

toys

T h e s e a r e m y to ys ,
A n d t h o s e b e l o n g t o M ik e .
 t he s e a p p l e s;
I like
T he s e a p p le s ar e v er y n ic e .
I t r i e d a b i te o f o n e –
Y u m ! I b i t i t t w ic e .

Bu t t ho s e ap p l es o v e r t h e r e
J u s t d o n o t t a st e as g o o d .
D o n ’ t t r y t o e at t ho s e a p p le s –
I t h i n k th ey a r e m ad e o f w o o d .
no pinching!
Wh e n th er e a r e two l e t te r s
e
b et w e en th e n au g h t y “ ” a n d
t h e v o w e l th at h e w a n t s t o p i n c h ,
i t ’ s t wo a g ai n s t o n e , a n d t h e n au g h t y,
e
s il e n t “ ” c a n ’ t p i n c h t h e o t h e r v o we l –
h is a r m j u st i sn ’ t l o n g e n o u g h . So t h e
e
n au g h t y “ ” j u s t s i ts th e r e , ma k i n g
n o so u n d an d d o in g n o t h i n g .

pric
n
pri c
princ
A pr i nc e w e n t t o m ar k e t
T o b u y a p ig ,
Bu t t h e pr i c e o f a pig
Wa s m u c h t o o h i g h ,
So the pr i nc e came h ome
Wi t h a p p l e p ie .
His mother, the Queen,
S a id , “ Wh e r e is th e pi g ? ”
The pr i nc e sa i d , “ Mo th er ,
“ T h e pr i c e w a s t o o h i g h –
“ Bu t, o h , d e a r M o t h e r ,
“ Y o u m u s t tr y t h i s pi e ! ”
Loo k at me,
I h av e a p i e ce o f fud g e . . .
This f udg e is so hug e
T h a t I c an n o t hug i t;
This f udg e hug e
is so
T h a t I c an n o t budg e i t.
A n d if wa s a j udg e
A t a c o n t es t f o r f udg e ,
I w o u ld sa y , “T h is fud g e i s th e w i n n e r
“ I ’ m so f u l l I c a n n o t bud g e ! ”

** T o bu dge me ans to mov e.

I t h a s b e en an h o u r
Si nc e I w en t t o b ed ,
S o w h a t ar e a l l th es e b u b b l es
D o i n g o n m y h e ad ?

Did I for get to r i nse m y h a ir ?

Did I for get to r i nse m y te e t h ?
O r d id I g r o w b u b b l es
Wh e n I t r i e d t o g o to sl ee p ?
I b u i lt a sa n d ca s tl e
N e a r th e e dg e o f t h e se a .
I a l so b u i lt a br id g e
A n d a f e nc e a n d a t r e e.

Bu t t h e n th e s e a
Cr ep t u p o n me ,
A n d th e e dg e o f th e w a t er
A t e t h e f e nc e
A n d th e br i dg e ,
A n d n o w t h e r e ’ s n o ca s tl e –
J u s t t h e w at e r a n d me .
 t w e lve bo oks
I h ave
O n my s he l f ;
T w e lv e b ig b ook s
A nd I r e ad th em a l l –
All t w e l ve b ook s
A l l b y mys e l f .

A nd if yo u t hi nk
T ha t you, y our se l f ,
Ca n r e ad t w e l ve boo ks
F r om he r e – my s he lf –
T he n yo u m ust a sk
Me, my se l f ,
I f yo u c an r e ad
M y boo ks you r se l f .
S ome ti mes – not v ery oft en – t he na ught y “ e ” get s
e xt ra-stre tc hy an d re ach es a round t wo le tt ers to pi nch

a vowel , l i ke i n th e words, “ taste ”an d “ w aste . ”

I f y o u h o l d y o u r n o se ,
Y o u ca n n o t ta s t e y o u r f o o d . . .
I m a g in e wh at a w a st e
I f n o b o d y c o u l d t a st e
I c e c r e am a t a p ar ty
O r a sl i c e o f c h o c o l a t e c a ke .
S o d o n ’ t h o l d y o u r n o se
Wh e n yo u t u r n e i g h t –
It’s a w a s te no t to t a s te
Y o u r o w n b i r t h d ay c a ke .
T h e word “once ” is al so wei rd. In t hi s
word, t he le tt er “ o ” makes th e sa me “uh ” sou nd

for th e word “ one ” an d for th e word “ once .”

The n umber o ne at e a b u g ;
I t w as n ’ t v e r y n i ce .
H e a te a b u g j u st o nc e ,
H e wo u l d n e v e r e a t i t tw i c e .

The n umber o ne wo u l d n e v e r
E a t a b u g a g a in –
Onc e w a s q u it e e n o u g h
T w ic e w o u ld b e a p ai n .
ooo!
ooo ooo

o u
T h e “ o o o ” so u n d i s r e al l y w e i r d ,
b ec a u s e t h e r e a r e so ma n y d if f e r e n t
w a y s t o sp e ll i t:

u.. blue, Sue

cute, June, rude, use

o.. shoe
move, prove, lose**

oo zoo, too
moon, boot, pool

o to, do **

ou you, soup **

wo two **

**These are the only common

words for this spelling.
u..
do not use I d o n ’ t wa n t a n y o n e
my stuff
To us e m y s tu f f ,
So I made a r ul e –
Don ’t us e my s tu f f !
stuff
I wrote the r u le
I n hu g e , blu e l e tt e r s .
I h ad to u se so me g l ue
T o m a k e t h e si g n s ti c k b et t er .

Bu t i t w as n ’ t an y us e ,
I t i s s ad , b u t i t’ s tr ue ,
T h e s ig n f e ll d o wn
O n m y si st e r , Sue .
 ooo

o..
T h e word “ sho e ” look s l ike “ t o e ”
b ut soun ds l i ke “oo o” –

This s ho e i s m u c h t o o sm a ll f o r me ;
I t b e l o n g s t o Ba b y Joe.
I d o n ’ t th in k I c a n w ea r a s ho e
T h a t o n ly f i t s m y toe.
 ooo

o..
The word “ move ” looks like “love ”
but sounds like “ooo” –

I l o v e to mo v e m y b o d y,
I l o v e to mo v e a r o u n d ,
I l o v e to r u n a n d j u m p ,
A n d mo v e w a y u p o f f t h e g r o u n d .
 ooo

o..
T h e word “ l os e ” look s l ike “ no s e ”
b ut soun ds l i ke “oo o” –

My n o se i sn ’t a n y w h e r e –
I t ’ s n o t o n m y f a ce .
Did I lo s e i t a t th e p a r k ,
O r i n s o m e o th e r p l a ce ?
A n d if I d id lo s e my no s e ,
T h e n wh er e d id it g o ?
A n d HO W d i d I lo se i t?
I d o n ’ t k n o w!
 ooo

o.. + oo
“ Los e ” a nd “ loos e ” sou nd simi la r, b ut
t he y me an di fferen t th in gs. “ Los e ” mea ns t o

ge t lost , and “ loo se ” me ans not t igh t.

If my no s e was loose
A n d al w a ys f a ll i n g o f f ,
D o y o u th in k I w o u l d l o se it
E v e r y t im e I c o u g h ed ?
Bu t m y no s e is n’t loose,
I t ’ s a s ti g h t a s y o u p l ea s e,
So why do I lose it
E v e r y t im e I sn ee z e ?
oo
Al most al l word s wit h two “ o ” l et te rs
sou nd li ke “ooo” –

This s po o n i s c o v er ed wi t h goo;
I f o u n d it i n m y room.
T h i s spo o n is mu ch to o s ti c k y –
I w i ll h a v e t o w as h i t s o o n .
oo
T h ere a re some wo rds t hat h ave two “ o ” l et te rs
t ha t do NOT sou nd li ke “ooo” – l i ke t he words

“ good ” a nd “ wood . ”

I h av e a bo o t
That’s made of wood;
I t m ak es a lo t o f n o is e,
A n d it d o es n ’ t f e e l too good.
 o
E ven t hough t he wor d s “ t o ” and “ do ” h ave
j u st ONE l et t er “ o , ” t hey ma ke t he “ooo” soun d.

M y ca t l ik es to party;
M y ca t l ik es to dance;
M y ca t l ik es to w e ar
P u r p le , p ar ty p a n ts .
Wh a t w o u l d y o u do
I f y o u r c a t w a s l i k e th at ?
Wo u ld y o u s ay to y o u r c a t,
“Don’t do th a t” ?
 o
The words “ go, ” “no,” and “so” also
have only one “ o ,” but they sound different –

Do I li k e s me l ly , s me l l y c h e e se ?
Yes I do – I ’ m a r a t, if yo u p l e as e .
If yo u gave to m e a c h u n k o f ch ee s e,
I w o u ld n e v er sa y no –
I w o u ld sa y ye s , p l ea s e!
I w o u ld do a n y t h i n g ,
I w o u ld g o a n y w h e r e ,
F o r c h e e se so s me l l y
It would cur l you r hair.
ou
T oge th er, th e l et t ers “ o ” and “ u ” some ti mes
make an “ooo” soun d – li ke i n t he wo rds,

“ y ou ” an d “ s oup .”

Pea s o up in the morning,

Pea s o up at night,
This pot of p ea s o up
T a st e s a l r i g h t .
Bu t i f I w e r e you,
And y o u we r e m e ,
Wo u ld y o u e at p e a so u p
I f y o u we r e a p e a ?
wo
I t l ooks wei r d, but t he wor d “ t wo ” al so
make s t he “ooo” sound .

I h av e two b i g ey e s
S o t h a t I ca n s e e
My t w o big hand s
A n d my t w o b ig f e et .
practice
“ooo”
boo

Wh a t do y o u do
Wh e n a g h o st g o es , “ bo o ” ?
D o y o u r u n to y o u r r o o m;
D o y o u g o , “ bo o , ho o ”?
Or do y o u “ bo o ” r ig h t b ac k
A t a s i ll y o l d g h o st ?
Wh o is sc a r e d t h e m o st –
You o r t h e g h o st ?
 practice
“ooo”

I s aw a m o n k ey a t th e zoo;
H e r f a c e wa s r ed , h e r n o se w a sbl ue .
T h e m o n k e y s a id , “ Ho w do y o u do ? ”
I s ai d , “F in e. Ho w a b o u t y o u ? ”
T h e m o n k e y s a id , “ My n a m e i s Su e ,
“ A n d I h av e l o s t m y b i g , bl ue sh o e . ”
I l o o k e d a g a in – do y o u k n o w wh at I sa w ?
H e r n o se w as n o t a n o s e at a l l!
S ue , y o u r n o s e i s w e a r i n g y o u r s ho e . ”
I s ai d , “
A n d Mo n k e y S ue s a id , “ Oh ! T h a n k y o u ! ”
practice
“ooo”

My favorite tooth is lo o s e ,
And s o o n i t wi l l f al l o u t .
I do n o t w a n t to l o se i t ,
Bu t h o w do I k e ep it – h o w ?

Wh a t i f I ta p e m y mo u t h ,
So m y te e t h c a n n o t mo v e ?
T h e r e ’ s o n l y o n e l it t l e p r o b l e m –
How do I chew my fo o d ?

(T h e word “che w” i s t augh t in ano th er bo ok.)

practice
“ooo”

J une ,
O n e s u m me r n ig h t i n
I s aw a b i g ba bo o n ,
U n d er n e at h a s ta r r y s k y
J u s t s ta r i n g a t t h e mo o n .
A w ar th o g p l a y ed th e p ia n o ,
f lu te ,
A n e l e p h a n t p l a ye d th e
A n d th e b ig ba b o o n
D a n c e d f o r th e mo o n ,
O n e s u m me r n ig h t i n J une .
Mi x it
up
When the child is comfortable
reading the big, red words in this
book, he/she is ready for “Mix it up.”
W e w e r e p l a yi n g hi de a nd s e e k ,
A nd I h id b e h i n d thi s t r e e .
N o b o d y fo und me –
I’ve been hiding here a l l w e e k .

be e n i nsi de –
I ’ v e o n ly
M a y be o nc e o r tw i c e –
J u st to us e t he b a th r o o m ,
T he n i t’ s b a c k o u t si d e t o h ide .
I w is h s o m eo n e w o uld f i nd me ;
I w is h I c o uld g o ho me –
I t i s n ’ t an y f un t o p la y
Hi de a nd s e e k a lo ne .
T he g r a s s i s g r e e n ,
T he sk y is blu e ,
M y no s e i s r e d ,
A nd s o i s my sho e .
Both ca n run,
A nd bo t h c a n sme l l –
One c a n s me ll ba d ,
A nd o ne c a n s me ll w e ll .
T he c a t w a s h u n g r y ,
So s he a t e a pl a t e o f r i c e .
T he r ic e w a s nic e ,
B ut n o t a s nic e a s mic e .
T he n t he c a t a sk ed me ,
“ D o y o u ha v e a sma l l mo u se ? ”
I w a s g l a d t o sa y ,
“ N o mo u se i s i n th e ho use . ”
 The end

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Book 11
R controlled vowels (are, star, etc.)
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APPENDIX –

Words taught in Book 10 – Intermediate Long Vowels:

The “Dolch” (high-frequency) words are highlighted in yellow. The

blue-highlighted words are Dolch words repeated from earlier books.

A + E ---

Jan, Jane,
Sam, same, name, came,
hat, hate, ate, plate,
gave, Dave, brave, cave, save, have, had, have to, had to,
cake, take, make, snake,
grape, cape,
mad, made,
chase,
face, space, place

I + E ---

Tim, time,
nine, mine,
if, wife, life, knife,
like,
five, give, drive, live, alive,
ice, nice, mice, twice, price,
kid, slid, slide, Sid, side, wide, ride,
smile, mile,
I , lie, pie, tie,
my, try,
bite, write,
O + E and variations ---

O + E as “oh” ----
hop, hope, rope,
poke, woke, joke,
hole, pole, stole,
those, nose, close, froze, rose,
dose, close,
cone, bone, alone, phone,
wrote, note, not,
wrong,
no, so, go,
toe, Joe,
home,
on, gone,
dove, drove, stove,

O + E as “uh” ----
some, come,
done, one, none,
sun, fun (as comparisons)
won, son, from, (as exceptions) (“e” omitted)
glove, love, dove (the bird),

O + E as “ooo” —
shoe,
move,
lose,
O + E continued ----

O+O a s “o oo” —
l oose,
sp oon, soon, moon , b aboon ,
room,
goo , t oo, b oo, z oo,
t o, do,
b oot,
food ,
wood, good (as e xce pt ion s)
t oot h,

O + U as “oo o” —
you , soup

W + O as “ ooo ” —
t wo

U + E ---

c ut , cu te , fl ut e,
u s, use , e xcu se, (wi th a “z” sound ),
u se , exc use (wi t h a n “s” soun d),
t rue , S ue, cl ue, bl ue, gl ue,
d ude ,
L uke,
Ju ne,
ru le ,
E + E ---

ten, teen, seen, been,

asleep, keep,
street, sheet, meet, feet, sweet,
need, feed,
week,
beef,
feel,
teeth,
see, bee,
he, she, we, be,
these,

multiple consonants and an “e” at the end ---

prince
fudge, judge, budge,
since, rinse,
edge, bridge,
fence,
twelve,
shelf, myself, yourself, (“e” omitted)
taste, waste,
once,

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