Short Vowel Activities

Steps 3 - 7

 

 

Step #3:  Consonants – Beginning and Ending Sounds Movie Clip
2 Minutes
Activity & Materials
Method
Timer and Comments
Correction
  • #1
  • Beginning and Ending Sounds
  • •Student worksheet #3
  • •Randomly Point to beginning letter of a word or ending letter of word
  • •I Say / You Say
  • •Coach – Say “b”, etc.. 
  • •All students Say “b”, etc…
  • •1 Minute
  • •Start with 3 second delay
  • •Work towards 1 second delay
  • •Say the  beginning or ending consonant sound only
  • •Do NOT say letter name – just the sound
  • •Self Correcting
  • •Point to the same consonant

 

 

My White Board

 

 

Step #4:  Short Vowel Sounds (Pancakes)   Movie Clip
5 Minutes
Activity and Materials
Method
Timer and Comments
Correction/Comments
#1
•None
•Discuss how pancakes are made – cooked one side at a time, they take shorter time to cook than waffles
•Not timed
•Goal is to stress that a word with one vowel, the word has a short vowel sound. 
Discuss:
•When you see a word with one vowel, you still only hear one vowel sound
#2
•Pictures of short vowels –  (pancakes)
•Discuss Short Vowel sounds by pointing to vowel and picture in sequence: a, e, i, o, u
•Coach - Say “a” as in cat, etc…
•All students Say “a” as in cat, etc…
•Not Timed
 
•N/A
#3
•Pictures of short vowels –  (pancakes)
•Coach e and i
•Fingers on chin
•Not Timed
•N/A
#4
•Pictures of short vowels –  (pancakes)
 
•Randomly Point
•I Say / You Say
•Say the SHORT vowel sound only (do not say “a as in cat”, etc… as in #2)
•All students Say
•1 Minute
•Start with 3 second delay
•Work towards 1 second delay
•Self Correcting
•Point to the same vowel

  

Step #5:  How Many Vowels (1) – Say the Vowel Sound (Short)
5 Minutes  Movie Clip
Activity and Materials
Method
Timer and Comments
Correction
and Comments
  • #1
  • •Magnifying Glass sheet
  • •Student worksheet #3
  • •Short vowel words only
  • •Select a word from the student’s sheet with a short vowel and print in white space
  • •Discuss if short or long
  • •Ask student what the vowel sound is
  • • Coach - Say the vowel sound
  • •All students Say vowel sound
  • •Not timed
  • •Repeat with 2 more words with short vowels
  • •One vowel in a word is short (pancake)
  • •Stress: find how many vowels are in the word before they try to sound it out.
  • #2
  • •Student worksheet #3
  • •Short vowel words only
  • •
  • •Randomly Point at words with Short Vowel
  • •You (Student) Say / I Say
  • •One student is timer, other Says vowel sound
  • •Switch to take turns
  • •1 Minute
  • •Start with 3 second delay
  • •Work towards 1 second delay
  • •Say the vowel sound only
  • •Self Correcting
  • •Point to the same word
  • #3 Help - Optional
  • •Student worksheet #3
  • •Short vowel words only
  • •Randomly Point at words with Short Vowel
  • •If the student is not knowing the rule, have the student mark each vowel (place a dot above) in the word and then have them say the count (1 or 2). 
  • •Then have them say the rule (short/long or pancake/waffle)
  • •Then have them say the vowel sound
  • •The student has to recognize how many vowels first.
  • •Then they must know the rule.
  • •Then they must know the sound.
 

 

 

Step #6:  Sound Blending Discussion – Short Vowel Words (Pancakes)
5 MINUTES  Movie Clip
Activity and Materials
Method
Timer and Comments
Correction
  • #1
  • •Sound blending –  Pancakes
  • •Discuss sound blending for cat
  • •Not timed
  • •Use hand gestures to show getting sounds closer together
  • •Coach demonstrates technique
  • •Student repeats in unison with coach
  • #2
  • •Sound blending –  Pancakes
  • •Student worksheet #3
  • •Select a word from student’s sheet with a short vowel
  • •Print the word in the white space
  • •Discuss if short or long
  • •Say the vowel sound
  • •
  • •Blend the sounds starting with the beginning consonant
  • •Point to each letter or group as you say the sound
  • •
  • •Alternate turns with students with new word each time
  • •Not timed
  • •Use hand gestures to show getting sounds closer together
  • •Repeat 3 or more times with new words
  • •Coach demonstrates technique
  • •Student uses technique
  • •

 

 

Sound Blending – Short Vowel Words (Pancakes)

 
Step #7:  Sound Blending – Say and Chart
5 Minutes
Materials
Method
Timer and Comments
Correction
  • #1  
  •  
  • •Student worksheet #4
  • •Alternate days: upper or lower half to keep student from memorizing pattern.  If bottom is reached, start at the top again as noted with second dot.
  • •One student is timer
  • •One student uses marker
  • •Mark and Say
  • •Read Left to Right
  • •Use “dot” to mark first time
  • •Use a second “dot” to mark second time if time is still left
  • •Count and chart – only correct responses – not total words said
  • •Use X to chart score
  • •Switch to take turns
  • •Use eraser to clean sheet
  • •1 Minute • (Optional)
  • •Repeat for each student •
  • •If only one student in group, chart first timing.  Allow second timing for practice – discuss type of errors.  This will help next day’s score.

    Some students may have difficulty in sound blending words.  In many cases, their sight word capacity is 50+ words per minute and become frustrated with the phonics exercises. 

    An option is to use the bold markings on the scorecard to set expectations.  If the actual timing exercise is causing resistance, block out (draw a box) the number of words on worksheet #4 based on the bold number on the scorecard.  Have the student sound out those words without any timing.  Stress to say the vowel sound first.  The goal is to have a high frequency of opportunities to sound out words.

  • •Student does not have to “blend” the word.  If they can say it right away, this counts.
  • •If incorrect word, coach says nothing but counts as error
  • •> 3 seconds pause, coach says “beep” and counts as error
     
  • •If student is really struggling with saying the wrong vowel sound, you may say “Say the vowel sound” before the student says each word.
  • #2 – Clean Up
  • •Place timer, eraser and marker in plastic holder in binder
  • •Place student chart in colored folder
  • Distribute this week’s materials to student to take home
  • •Insert next week’s materials in sleeves