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INSTRUCTION

SHORT/LONG VOWEL PATTERNS

Once students recognize most consonant phonemes, they need to learn short and long vowel phonemes and spelling patterns. Understanding these concepts helps beginning readers decode many words. As a matter of fact, half of the high-frequency words in the Dolch 220 list (p. 100) can be decoded using short/long vowel phonemes and patterns.

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S TEP 1 ­ T EACH P HONEMES

First make sure that students can identify and produce the vowel phonemes. Teach the short vowel phonemes in isolation using sound associations to help students learn and remember these challenging phonemes. The examples to the right are used in the Reading Manipulatives Phoneme Songs and Blending program. Long vowels are easier to master. Remind students that the long vowels "say their names." Long u is somewhat troublesome since it has two sounds (as in fuse [fyooz] and plume [ploom]). Work with the easier vowels first. Students tend to predict the long u sound without any difficulty after they become comfortable with short and long vowel phonemes and patterns.

a

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e

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i

o

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u

S TEP 2 ­ T EACH S HORT /L ONG V OWEL PAT TERNS

Once students can identify and make the short and long sounds, teach vowel patterns. Simplify the basic concepts being taught. Teach this rule for short/long vowel patterns: When there is one vowel in the word (at the beginning or the middle), the vowel is short. When there are two vowels, the first vowel is long and the second is silent. Flip strips (210) are ideal for demonstrating and teaching this. Students read the short vowel word. When the second vowel is flipped over, the word is then read with a long vowel. Most one-syllable words follow this rule, making it an excellent building block for beginning readers. This concept is taught before the introduction of variant vowels, which are obvious exceptions.

S TEP 3 ­ D ECODE W ORDS

THAT

F OLLOW

THE

PAT TERNS

Once students know short/long vowel sounds and spelling patterns, they can use these to decode words. With ample practice, application becomes automatic. Provide decoding practice by using matching games. First students look at the word to determine if the vowel phoneme is short (one vowel) or long (two vowels). Then they read the word and match it to a picture. Scrambled sentences containing words that follow the SLV patterns can be one of the first reading experiences for children. Students decode the words, arrange them into sentences, and match the illustrations.

Reading Manipulatives Sourcebook Copyright © Reading Manipulatives, Inc.

MANIPULATIVES

SLV PAT TERN FLIP STRIPS

Flip strips are a concrete visual tool for demonstrating short/long vowel spelling patterns, which are explained in Step 2. First students read the short vowel word. Then they read the long vowel word as the second vowel is flipped over.

S TUDENT O BJECTIVES

· Identify and differentiate short and long vowel patterns using a repetitive visual stimulus · Decode short and long vowels in word pairs that can be switched from short to long by adding a second vowel

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C ONSTRUCTION G UIDELINES

· Line off cover-weight sheets (8.5 x 11) into 7 horizontal strips (1.57 inches) · Draw a vertical line 2.25 inches from right side; fold along that line from back to front before writing words · If the word ends in a silent e, write the entire short vowel word outside the fold and the ­e on the folded-over piece (for those ending in ­ck, write ­ck underneath and ­ke on fold) · If the long-vowel word has two vowels together, the final consonant(s) must be written under the fold and the second vowel and final consonant(s) on the folded-over piece

RM PRODUCT: 210 FLIP STRIPS ­ SLV PAT TERNS

SHORT/LONG VOWEL COMBINATIONS RESOURCE LIST

VCE Pattern ­ A back bake can cane cap cape fat fate hat hate mad made man mane plan plane rat rate snack snake tap tape VV Pattern ­ OA blot bloat cost coast cot coat got goat rod road sop soap VCE Pattern ­ I bit bite dim dime fin fine hid hide kit kite lick like quit quite rip ripe shin shine slid slide spin spine VCE Pattern ­ U cub cube cut cute fuss fuse hug huge plum plume tub tube VV Pattern ­ A I bat bait bran brain clam claim mad maid man main pad paid pal pail pan pain plan plain ran rain van vain VV Pattern ­ EE bet beet fed feed fell feel met meet step steep wed weed VV Pattern ­ EA bed bead bet beat den dean men mean met meat net neat red read set seat speck speak stem steam VCE Pattern ­ O clock cloak hop hope mop mope not note rob robe rod rode slop slope

Reading Manipulatives Sourcebook

Copyright © Reading Manipulatives, Inc.

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