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Posts Tagged ‘long vowels’

r-controlled Vowels for Big Kids

r-controlled Vowels

The r-controlled Vowels

Although r, l, and do control (change from the usual) the vowel sounds, most phonics programs only include the r-controlled vowels. I agree with this approach. Try watching an l-controlled or w-controlled video lesson on YouTube and your head will start spinning. Much better to include the l-controlled vowels in the context of other sounds, such as the /aw/ diphthong for “al” and “all” and the schwa for the “_le” word parts. The w-controlled vowels are so crazy that they are most-easily learned as outlaw words (sight words). I do recommend showing two w-controlled vowels patterns via spelling sorts: the war /or/ as in warm and the wor /er/ as in word. Most speech therapists agree with this balanced approach, and they are the sounds experts.

Following is the explicit, systematic approach to phonics acquisition via small group workshops from my reading intervention program. Download the entire set of r-controlled vowel lessons and assessment at the end of the article. Plus, get the complete set of FREE diagnostic 13 reading assessments to see which of your BIG KIDS need help with which phonics elements.

How to Teach r-Controlled Vowels

The r-controlled vowels of ar, er, and ir.

The r-controlled Vowels

Introductory Definition: When an follows a vowel, the r changes the sound that the vowel makes. The vowel is called an r-controlled vowel. Sometimes teachers refer to the r as the “bossy r” because the r “bosses” the vowel to make the vowel change its sound.

On our animal sound-spelling cards, the names of each card: ermine, armadillo, and orca each have an which controls the vowel sounds. Examples: /er/ as in her, /ar/ as in car, and /or/ as in for. The /er/ ermine has three different spellings, which can appear at the beginning, middle, or end of a syllable.

Teaching Tips

To teach phonics to big kids and adults, we have to teach differently than when we teach phonics to beginning readers. Your big kids and adults are smarter and have more life experience than pre-K, kinder, or first graders. They can catch on quickly if taught properly. Intervention students have “heard it all before.” They just haven’t learned all of it.

I suggest a four-pronged approach to teaching r-controlled vowels to your reading intervention students:

1. Use the animal sound-spelling cards (provided for you in a FREE five-lesson long vowels download at the end of this article) to teach the names, sounds, and spellings in isolation.

2. Teach whole-class sound-by-sound spelling blending for all of the r-controlled vowel spellings. Use a hurried pace, but blend every day until each has been mastered. Reinforce with games, using the diphthong cards to blend with the consonant and consonant blend cards.

3. Diagnose and gap-fill. If we use effective, comprehensive diagnostic assessments to determine what students know and don’t know and target instruction accordingly, students will much more likely buy-in to this individualized instruction (even when you use groups). Want my FREE 13 reading assessments, used by hundreds (or more) teachers to teach assessment-based gap-filling? BTW… the two phonics tests have audio files dictated by Yours Truly!

4. Use targeted practice to do the gap-filling and make sure your students have mastered the diphthongs through formative assessment. The FREE five-lesson download includes a short formative assessment. Be willing and able to re-teach if they don’t get it. After all, reading intervention is all about learning, not teaching.

Get the The r-controlled Vowels Lessons and Assessment FREE Resource:

Or… why not buy all the phonics lessons and more?

Mark Pennington, MA Reading Specialist, is the author of the comprehensive reading intervention curriculum, Teaching Reading StrategiesDesigned to significantly increase the reading abilities of students ages eight through adult within one year, the curriculum is decidedly un-canned, is adaptable to various instructional settings, and is simple to use–a perfect choice for Response to Intervention tiered instruction. The program provides multiple-choice diagnostic reading and spelling assessments (many with audio files), phonemic awareness activities, blending and syllabication activitiesphonics workshops with formative assessments, 102 spelling pattern worksheets, comprehension worksheets, multi-level fluency passages recorded at three different reading speeds and accessed on YouTube, 644 reading, spelling, and vocabulary game cards, posters, activities, and games.

Also get the accompanying Sam and Friends Guided Reading Phonics Books. These 54 decodable eBooks (includes print-ready and digital display versions) have been designed for older readers with teenage cartoon characters and plots. Each book introduces focus sight words and phonics sound-spellings aligned to the instructional sequence found in Teaching Reading Strategies. Plus, each book has a 30-second word fluency to review previously learned sight words and sound-spelling patterns, five higher-level comprehension questions, and an easy-to-use running record. Your students will love these fun, heart-warming, and comical stories about the adventures of Sam and his friends: Tom, Kit, and Deb. Oh, and also that crazy dog, Pug.

Teaching Reading Strategies and Sam and Friends Guided Reading Phonics Books BUNDLE

Teaching Reading Strategies and Sam and Friends Guided Reading Phonics Books

Or why not get both programs as a discounted BUNDLE? Everything teachers need to teach an assessment-based reading intervention program for struggling readers is found in this comprehensive curriculum. Ideal for students reading two or more grade levels below current grade level, tiered response to intervention programs, ESL, ELL, ELD, and special education students. Simple directions, YouTube training videos, and well-crafted activities truly make this an almost no-prep curriculum. Works well as a half-year intensive program or full-year program.

What do teachers have to say about the program?

“This is just what I need! I have been searching for a resource to help my middle school SPED kiddos catch up to their peers and I can’t wait to implement this incredible product in my classroom!!!” Rating: 4.0

Literacy Centers, Reading, Spelling/Vocabulary , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , ,

Diphthongs for Big Kids

Teaching Diphthongs

Diphthongs RtI

Response to intervention reading teachers know that phonics instruction is critically important to fill in the gaps for older readers. Teachers use a variety of approaches to determine which phonics skills are missing from older students’ reading strategies. Diphthongs are quite often among these phonics deficits. Some teachers favor an implicit approach to discover these gaps, such as guided reading running records. Other teachers favor an explicit approach to this data via phonics assessments. I tend to be a broad-brush, cover all the angles kind of reading specialist with a balanced approach to reading intervention. What works for some kids doesn’t necessarily work for all kids.

Assessment

My Sam and Friends Guided Reading Phonics Books provide 54 custom running records and word fluency practice to allow teachers to discover reading deficits through reading, i.e. the implicit approach. My Vowel Sounds and Consonant Sounds Phonics Assessments provide the explicit approach to diagnose phonics deficits.

Instruction and Practice

The assessment-based instruction and practice in my comprehensive Teaching Reading Strategies reading intervention program uses the implicit and explicit approaches as well. With the modeled expository reading fluencies (129 YouTube videos a 3 speeds) and connected comprehension worksheets, there are plenty of learn to read by reading practice activities. Additionally, the systematic and explicit sound-spellings blending, syllabication worksheets, 102 spelling pattern worksheets, and phonics workshops ensure that the reading intervention is targeted to assessment-based, identified student needs. As a sample of this program, a full set of five diphthong workshop lessons with a formative assessment is provided absolutely FREE at the end of this article.

A Balanced Approach to Reading Intervention

Older kids who didn’t get (or never got) phonics instruction the first time around deserve the assessments and practice that will ensure mastery this time. And, as an aside, my assessments and practice for word identification and recognition are balanced as well. In addition to five phonemic awareness assessments (and corresponding activities), the program also includes sight word, rimes (word families), and word part (syllable), assessments and activities.

Again, a multi-pronged approach is needed for the diverse student populations in any reading intervention class at any age. I’ve taught remedial reading and supervised reading programs for elementary, middle school, high school and community college. I’m here to say that reading intervention teachers have to be equipped to teach how students learn and that different approaches are necessary. As a further aside, I’m not talking about learning styles, multiple intelligences, or different modalities; I’m simply talking about varied approaches to reading instruction.

Following is the explicit, systematic approach to phonics acquisition via small group workshops from my reading intervention program. Download the entire set of diphthong lessons and assessment at the end of the article.

How to Teach Diphthongs

Introductory Definition: Unlike vowel digraphs, which say one sound, such as with “ai” as in train, a diphthong says two sounds, such as with “aw” in hawk.

On our animal sound-spelling cards, the names of each card: rooster, woodpecker, cow, koi, and hawk each use two vowel sounds. The diphthongs are written in purple on the cards with slashes (/) before and after to remind us that the diphthongs are sounds, not letters.

Each diphthong has more than one spelling. The most common spellings are listed below the names of the cards. A blank means that a consonant must go in there. A consonant is a different sound than a vowel and can be spelled with one or more letters.

Teaching Tips

To teach phonics to big kids and adults, we have to teach differently than when we teach phonics to beginning readers. Your big kids and adults are smarter and have more life experience than pre-K, kinder, or first graders. They can catch on quickly if taught properly. Intervention students have “heard it all before.” They just haven’t learned all of it.

I suggest a four-pronged approach to teaching diphthongs to your reading intervention students:

1. Use the animal sound-spelling cards (provided for you in a FREE five-lesson long vowels download at the end of this article) to teach the names, sounds, and spellings in isolation.

2. Teach whole-class sound-by-sound spelling blending for all of the diphthong spellings. Use a hurried pace, but blend every day until each has been mastered. Reinforce with games, using the diphthong cards to blend with the consonant and consonant blend cards.

3. Diagnose and gap-fill. If we use effective, comprehensive diagnostic assessments to determine what students know and don’t know and target instruction accordingly, students will much more likely buy-in to this individualized instruction (even when you use groups). Want my FREE 13 reading assessments, used by hundreds (or more) teachers to teach assessment-based gap-filling? BTW… the two phonics tests have audio files dictated by Yours Truly!

4. Use targeted practice to do the gap-filling and make sure your students have mastered the diphthongs through formative assessment. The FREE five-lesson download includes a short formative assessment. Be willing and able to re-teach if they don’t get it. After all, reading intervention is all about learning, not teaching.

Get the Diphthongs Phonics Workshop FREE Resource:

Or… why not buy all the phonics lessons and more?

Mark Pennington, MA Reading Specialist, is the author of the comprehensive reading intervention curriculum, Teaching Reading StrategiesDesigned to significantly increase the reading abilities of students ages eight through adult within one year, the curriculum is decidedly un-canned, is adaptable to various instructional settings, and is simple to use–a perfect choice for Response to Intervention tiered instruction. The program provides multiple-choice diagnostic reading and spelling assessments (many with audio files), phonemic awareness activities, blending and syllabication activitiesphonics workshops with formative assessments, 102 spelling pattern worksheets, comprehension worksheets, multi-level fluency passages recorded at three different reading speeds and accessed on YouTube, 644 reading, spelling, and vocabulary game cards, posters, activities, and games.

Also get the accompanying Sam and Friends Guided Reading Phonics Books. These 54 decodable eBooks (includes print-ready and digital display versions) have been designed for older readers with teenage cartoon characters and plots. Each book introduces focus sight words and phonics sound-spellings aligned to the instructional sequence found in Teaching Reading Strategies. Plus, each book has a 30-second word fluency to review previously learned sight words and sound-spelling patterns, five higher-level comprehension questions, and an easy-to-use running record. Your students will love these fun, heart-warming, and comical stories about the adventures of Sam and his friends: Tom, Kit, and Deb. Oh, and also that crazy dog, Pug.

Teaching Reading Strategies and Sam and Friends Guided Reading Phonics Books BUNDLE

Teaching Reading Strategies and Sam and Friends Guided Reading Phonics Books

Or why not get both programs as a discounted BUNDLE? Everything teachers need to teach an assessment-based reading intervention program for struggling readers is found in this comprehensive curriculum. Ideal for students reading two or more grade levels below current grade level, tiered response to intervention programs, ESL, ELL, ELD, and special education students. Simple directions, YouTube training videos, and well-crafted activities truly make this an almost no-prep curriculum. Works well as a half-year intensive program or full-year program.

What do teachers have to say about the program?

“This is just what I need! I have been searching for a resource to help my middle school SPED kiddos catch up to their peers and I can’t wait to implement this incredible product in my classroom!!!” Rating: 4.0

Literacy Centers, Reading, Spelling/Vocabulary , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , ,

FREE Phonics Practice!

Animal Sound-Spelling Cards for Phonics

Animal Sound-Spelling Cards

FREE Animal Sound-Spelling Cards and Practice Video for Beginning Reading Instruction and RtI

Introduce and practice the animal names on each Animal Sound-Spelling Card (Get the FREE Download Below). Practice the names until students can rapidly identify each animal on the cards. Unlike many phonics programs, the beginning sound of the animal name perfectly matches the sound listed on each card. For example, the bear card represents the /b/.

Once the animal card names have been mastered, introduce and practice the sounds represented by the cards. Point to each card and say, “Name? Sound?”

After the animal card names and sounds have been mastered, introduce and practice the spellings listed on the cards. Point to each card and say, “Name? Sound? Spellings?” Practice along with the Names, Sounds, and Spelling Chant to develop automaticity.

Also practice along with the Names, Sounds, and Spelling YouTube video.

Get the Animal Sound-Spelling Cards FREE Resource:

Or… why not buy all the phonics lessons and more?

Mark Pennington, MA Reading Specialist, is the author of the comprehensive reading intervention curriculum, Teaching Reading StrategiesDesigned to significantly increase the reading abilities of students ages eight through adult within one year, the curriculum is decidedly un-canned, is adaptable to various instructional settings, and is simple to use–a perfect choice for Response to Intervention tiered instruction. The program provides multiple-choice diagnostic reading and spelling assessments (many with audio files), phonemic awareness activities, blending and syllabication activitiesphonics workshops with formative assessments, 102 spelling pattern worksheets, comprehension worksheets, multi-level fluency passages recorded at three different reading speeds and accessed on YouTube, 644 reading, spelling, and vocabulary game cards, posters, activities, and games.

Also get the accompanying Sam and Friends Guided Reading Phonics Books. These 54 decodable eBooks (includes print-ready and digital display versions) have been designed for older readers with teenage cartoon characters and plots. Each book introduces focus sight words and phonics sound-spellings aligned to the instructional sequence found in Teaching Reading Strategies. Plus, each book has a 30-second word fluency to review previously learned sight words and sound-spelling patterns, five higher-level comprehension questions, and an easy-to-use running record. Your students will love these fun, heart-warming, and comical stories about the adventures of Sam and his friends: Tom, Kit, and Deb. Oh, and also that crazy dog, Pug.

Teaching Reading Strategies and Sam and Friends Guided Reading Phonics Books BUNDLE

Teaching Reading Strategies and Sam and Friends Guided Reading Phonics Books

Or why not get both programs as a discounted BUNDLE? Everything teachers need to teach an assessment-based reading intervention program for struggling readers is found in this comprehensive curriculum. Ideal for students reading two or more grade levels below current grade level, tiered response to intervention programs, ESL, ELL, ELD, and special education students. Simple directions, YouTube training videos, and well-crafted activities truly make this an almost no-prep curriculum. Works well as a half-year intensive program or full-year program.

What do teachers have to say about the program?

“This is just what I need! I have been searching for a resource to help my middle school SPED kiddos catch up to their peers and I can’t wait to implement this incredible product in my classroom!!!” Rating: 4.0

Reading, Spelling/Vocabulary , , , , , , , , , , , , , ,

Long Vowels for Big Kids

FREE Long Vowel Lessons

Long Vowel Lessons with Formative Assessment and Phonics Cards

When we are talking about long vowels we often say what we don’t mean. The problem is that when we say that English has five main vowels: a, e, i, o, and u, we are often referring to the alphabetic symbols, not the sounds which they represent. We do the same with consonants, by the way.

The Cambridge English Dictionary defines vowel in this way:  “A speech sound produced by humans when the breath flows out through the mouth without being blocked by the teeth, tongue, or lips.” The secondary definition of vowel is a letter which symbolizes the sound.

By the way, I checked four other dictionaries and they say the same thing. The key phrase for the primary definition is “speech sound.” We reading specialists and speech therapists refer to speech sounds as phonemes. Experts disagree on the number of phonemes, but 43 is a decent number. Yes, the other dictionaries refer to vowels as letters in their secondary definitions.

Here’s the problem. We confuse beginning and remedial readers by using the primary (speech sounds) and secondary (letters) definitions interchangeably. Listen to some of our students’ justifiable confusions (Okay, I added on a bit to make the points):

“You said, ‘Every syllable has only one vowel sound, but now you’re telling us that /ow/ as in cow has two sounds. How many syllables is downtown? Or what about poison? Are you just making this up as you go along?

“Is this silent final thing a vowel? So does the word breathe have three vowels? If a vowel has a sound, how can a vowel not have a sound? Are we in some parallel universe and I didn’t notice?”

“You said that ‘a long vowel says its name.’ What about the word tune or duty? Don’t those vowels say /oo/? And you said that can be a long vowel. But it doesn’t say it’s name in dying or baby. Did you go to school for this?

“You told us that ‘When two vowels go walking, the first one usually does the talking. If is a vowel and is a vowel, then shouldn’t I be putting peanut butter on my br/ē/d? Of is that another one of your ‘Outlaw Words’? Or how bread and bead are one syllable, but cre/ate are two? What have you been smokin’?”

“Didn’t you say that the blank after the consonant digraph /wh/ means that a vowel has to go in there? What about the color white? Is a vowel? Is a vowel? Why is “i_e” called a vowel sound-spelling, when it’s got two vowels. This phonics stuff is whacked.”

“Now that we’ve learned that a, e, i, o, and are vowels, you brought up the ‘sometimes y’… Are there any other consonants that can also be vowels?… What? ‘W Vowels and Y, L, H, M, R, and N While We’re At It‘? Can’t we just go back to memorizing everything as sight words? Next thing you’re going to tell me is that my peanut butter can be jelly and my jelly can be peanut butter on my sandwich, or that we can never starve in the desert because of all the sand-which-es there.” There’s always a jokester in a response to intervention class, I’ve found.

How can we avoid this confusion? Let’s try to be consistent in using just the primary definition of a vowel, i.e. the speech sound. Teach students that the alphabetic code is a bunch of symbols which we call letters. The letters represent sounds, just like the different stars on our flag represent the 50 different states. The stars are symbols… not the real things. We wouldn’t say the stars are the states. That would be dumb. We also wouldn’t say that the alphabet letters are the sounds. That would be dumb. The different letters represent, or mean, the different sounds.

With this understanding, students can readily accept that a combination of alphabetic letters (digraphs, diphthongs, and blends) represent one or more speech sounds. For example, I suggest saying, “The word bead has a vowel digraph… one vowel sound spelled with two letters,” not bead has two vowels. Similarly say, “The word point has a diphthong… two connected vowel sounds.” Don’t shy away from using the academic language. Your kids can handle it and it makes you look smart. By the way, I try and stay away from the general term vowel teams because we teach students that a team is singular as a collective noun, but use what works for you and your students.

The Long Vowels

The Long Vowels

Long Vowels

How to Teach Long Vowels

Introductory Definition: Like the five short vowels, the five long vowels are different sounds. Mostly, their sounds are the same as the names of the alphabet letters a, e, i, o, and u.

On our animal sound-spelling cards, the names of each card: ape, eagle, ibex, okapi, and mule each use these different sounds. The long vowel sounds are written in red on the cards with slashes (/) before and after to remind us that the long vowel is a sound, not a letter.

Unlike the short vowels, each of the long vowels has more than one spelling. The most common spellings are listed below the names of the cards. A blank means that a consonant must go in there. A consonant is a different sound than a vowel and can be spelled with one or more letters.

Teaching Tips

To teach phonics to big kids and adults, we have to teach differently than when we teach phonics to beginning readers. Your big kids and adults are smarter and have more life experience than pre-K, kinder, or first graders. They can catch on quickly if taught properly. Intervention students have “heard it all before.” They just haven’t learned all of it.

I suggest a four-pronged approach to teaching long vowels to your reading intervention students:

1. Use the animal sound-spelling cards (provided for you in a FREE five-lesson long vowels download at the end of this article) to teach the names, sounds, and spellings in isolation.

2. Teach whole-class sound-by-sound spelling blending for all of the long vowel spellings. Use a hurried pace, but blend every day until each has been mastered. Reinforce with games, using the long vowel cards to blend with the consonant and consonant blend cards.

3. Diagnose and gap-fill. As an MA reading specialist with experience teaching grades 4, 5, 6, 7, 8, 9, 10 and community college remedial reading classes, the one thing I’ve learned is that with intervention students, you’ve got to approach instruction from different angles. As an aside, although this article is all about explicit, systematic phonics instruction, my Teaching Reading Strategies reading intervention also provides resources for instruction using rimes (word families), sight words, sight syllables, syllabication… anything that works. The different phonics angle is assessment-based instruction. Older students are motivated to learn what they don’t know. If we use effective, comprehensive diagnostic assessments to determine what students know and don’t know and target instruction accordingly, students will much more likely buy-in to this individualized instruction (even when you use groups). Want my FREE 13 reading assessments, used by hundreds (or more) teachers to teach assessment-based gap-filling? BTW… the two phonics tests have audio files dictated by Yours Truly!

4. Use targeted practice to do the gap-filling and make sure your students have mastered the long vowels through formative assessment. The FREE five-lesson download includes a short formative assessment. Be willing and able to re-teach if they don’t get it. After all, reading intervention is all about learning, not teaching.

Get the Long Vowel Phonics Lessons and Phonics Cards FREE Resource:

Or… why not buy all the phonics lessons and more?

Mark Pennington, MA Reading Specialist, is the author of the comprehensive reading intervention curriculum, Teaching Reading StrategiesDesigned to significantly increase the reading abilities of students ages eight through adult within one year, the curriculum is decidedly un-canned, is adaptable to various instructional settings, and is simple to use–a perfect choice for Response to Intervention tiered instruction. The program provides multiple-choice diagnostic reading and spelling assessments (many with audio files), phonemic awareness activities, blending and syllabication activitiesphonics workshops with formative assessments, 102 spelling pattern worksheets, comprehension worksheets, multi-level fluency passages recorded at three different reading speeds and accessed on YouTube, 644 reading, spelling, and vocabulary game cards, posters, activities, and games.

Also get the accompanying Sam and Friends Guided Reading Phonics Books. These 54 decodable eBooks (includes print-ready and digital display versions) have been designed for older readers with teenage cartoon characters and plots. Each book introduces focus sight words and phonics sound-spellings aligned to the instructional sequence found in Teaching Reading Strategies. Plus, each book has a 30-second word fluency to review previously learned sight words and sound-spelling patterns, five higher-level comprehension questions, and an easy-to-use running record. Your students will love these fun, heart-warming, and comical stories about the adventures of Sam and his friends: Tom, Kit, and Deb. Oh, and also that crazy dog, Pug.

Teaching Reading Strategies and Sam and Friends Guided Reading Phonics Books BUNDLE

Teaching Reading Strategies and Sam and Friends Guided Reading Phonics Books

Or why not get both programs as a discounted BUNDLE? Everything teachers need to teach an assessment-based reading intervention program for struggling readers is found in this comprehensive curriculum. Ideal for students reading two or more grade levels below current grade level, tiered response to intervention programs, ESL, ELL, ELD, and special education students. Simple directions, YouTube training videos, and well-crafted activities truly make this an almost no-prep curriculum. Works well as a half-year intensive program or full-year program.

What do teachers have to say about the program?

“This is just what I need! I have been searching for a resource to help my middle school SPED kiddos catch up to their peers and I can’t wait to implement this incredible product in my classroom!!!” Rating: 4.0

 

Reading, Spelling/Vocabulary , , , , , , , , , , , ,