Short Vowel Words And Sentences a i o u e - Sound City Reading

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The Blueberry and Raspberry Games After the student has learned to pronounce vowel-consonant and consonant-vowel combinations (such as ab, ac, ad, and ba, ca, da) in sound blending exercise two, you can play this game. Setting Up: Small blue circles (blueberries) or purple circles (raspberries) with various vowel-consonant and consonant-vowel combinations are used in this activity. You can use the patterns at Sound City Reading or make your own. A page with the outline of a blueberry bush is given to each student. The page has a number of circles on the bush. Before starting the game, cover these circles with the blueberries or raspberries, letter side up. How To Play: Students take turns “picking” a blueberry from their bush. If they can pronounce the vowel-consonant or consonant-vowel combination correctly, they may place it to the side. If they cannot, the teacher should model, all the students repeat, and the blueberry is placed back on the bush. The first person to pick all of his blueberries is the winner. Comments: I always remind children when working with two-sound combinations that they are not real words. We call them “silly sounds.” I tell the students that learning to pronounce these silly sounds will help them be able to read real words. ta ba ha ga sa ca fa la da ra ja ax na at ag ap Blueberry Game Raspberry Game © 2011 by Kathryn J. Davis 14 Short Vowel Words And Sentences al ab av an ad ak ac am
Using Plastic Letters To Spell Three Letter Words This activity works well with one to six students, or even a whole class if you have enough sets of letters. Instead of using the whole alphabet at one time, each student will take about six or eight letters to work with, designated by the teacher. Students spell words dictated by the teacher with the letters. They do not write the words on paper, which allows the spelling to proceed rapidly from one word to the next. Make a list ahead of time of the words you want to teach. Then list all of the letters that will be needed. Have the students sit around a table or at their desks. Ahead of time, cut sheets of construction paper lengthwise to form two pieces. Each student takes two pieces and places one above the other in front of them on the table. The top sheet is the "letter bank." The bottom sheet is the spelling area. Give each student a box with two each of all the alphabet letters. Say the sound of each letter the students will need, one at a time. When they hear each sound, students should find the letter needed and place it on the top sheet of construction paper. Explain to the students that this is their letter bank. When all the needed letters have been placed in the letter bank, you’re ready to begin. Say each word slowly and distinctly and coach the students to listen for each sound and place the letters accordingly from left to right. Model as needed. Each student will select the letters needed from his own "letter bank," and spell the word in the spelling area. Check each student’s work and have them listen again and correct as needed. Have students place the letters back into their letter banks before dictating another word. After the students become comfortable with the process, go through a number of words as quickly as the students can spell them. Sometimes, have the students leave a word that they spelled in their spelling area, and ask them to change one letter to create a new word. For example, if the student has spelled cat, say, "Change just the beginning letter to make the word sat." Or say, "Change the last letter to make the word cap." Or say, "Change the middle letter to make the word cut." Soon, the students won't need to be cued. Just say a string of words as follows, one at a time, and have students replace or remove letters as needed to spell the word: cat, can, fan, fax, tax, ax, ox, box. This activity greatly enhances the student's phonemic awareness. He is matching letters with the sounds he hears in words. He is learning to sequence, add, remove, and substitute sounds in known words to make new words. Note: Before you do this exercise, first be sure the students can do the two-letter exercise with plastic letters, as described on a previous page. © 2011 by Kathryn J. Davis 15 Short Vowel Words And Sentences
Page 1 and 2: Short Vowel Words And Sentences u a
Page 3 and 4: Table of Contents How to use this b
Page 5 and 6: 10. An umbrella over a vowel is a s
Page 7 and 8: Part Two - Finding the Words 1. Thi
Page 9 and 10: Teacher: “Show me ib.” Student:
Page 11 and 12: Sound Blending - Decoding Two Sound
Page 13: Comments After a move to a new city
Page 17 and 18: c..... .....a....... .....t © 2011
Page 19 and 20: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. a f
Page 21 and 22: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. a c
Page 23 and 24: A a A man A fan A van a ram a hat a
Page 25 and 26: A a 1. A man ran. 2. A rat sat. 3.
Page 27 and 28: z has 1. A man has an ax. 2. Sam ha
Page 29 and 30: z has 1. Pam has a pan. 2. Dan has
Page 31 and 32: z was 1. Max was mad. 2. Sam was sa
Page 33 and 34: z was 1. Dan was sad. 2. A rat was
Page 35 and 36: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. i s
Page 37 and 38: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. i b
Page 39 and 40: 1. I win. 2. I can mix it. 3. I mis
Page 41 and 42: 1. I can zip it. 2. I will hit it.
Page 43 and 44: 1. Jan is ill. 2. Dan is six. 3. Pa
Page 45 and 46: z his 1. It is his bib. 2. It is hi
Page 47 and 48: 1. Bill will fix it. 2. Kim will ki
Page 49 and 50: 1. Did Pat dig it? 2. Will Kim win?
Page 51 and 52: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. o h
Page 53 and 54: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. o p
Page 55 and 56: 1. Mom will mop. 2. Moss is on a lo
Page 57 and 58: Sentences 1. A bat is on a mat. 2.
Page 59 and 60: Sentences 1. A dot is on a pot. 2.
Page 61 and 62: 1. A dog is hot. 2. A lid is on a p
Page 63 and 64: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. u r
Page 65 and 66:
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. u b
Page 67 and 68:
1. I can run. 2. Mom will fuss. 3.
Page 69 and 70:
Sentences 1. A pig is in mud. 2. Ja
Page 71 and 72:
1. Gus is on a bus. 2. A pup is up.
Page 73 and 74:
Suffix Study _s 1. run s runs 2. s
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1. 2. 3. 4. 5. 6. 7. 8. 9. 10. e s
Page 77 and 78:
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. e b
Page 79 and 80:
1. A bag fell. 2. It is a big mess.
Page 81 and 82:
Sentences 1. Yes, Sam did win. 2. A
Page 83 and 84:
1. A web is on a bell. 2. Ken is in
Page 85 and 86:
Suffix Study _s 1. wag s wags 2. g
Page 87 and 88:
Suffix Study 1. Gus runs a lap. 2.
Page 89 and 90:
Suffix Study 1. A pet gets wet. 2.
Page 91 and 92:
Suffix Study _s 1. cat cats 2. dog
Page 93 and 94:
Suffix Study _s 1. fin fins 2. kid
Page 95 and 96:
Suffix Study 1. Six kids hid. 2. Gu
Page 97 and 98:
Suffix Study 1. Sam's cat 2. Pam's
Page 99 and 100:
Suffix Study _'s 1. Jeff will get d
Page 101 and 102:
These are the consonant and short v
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© 2011 by Kathryn J. Davis 103 Sho
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Short Vowel Words And Sentences a i o u e - Sound City Reading

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