Vowels are a, e, i, o u. They make two different sounds. They say their names. A like the word ape. E like the word eagle. I like the word ice. O like the word oval and U like in the word unicorn. Then they also say their noise, the other sound. A like the word ant. E like the word egg. I like the word igloo. O like the word octopus and U like in the word umbrella.
So when we teach our students some high frequency words, beyond the first 75, we start to build the word bank with long vowel sounds and digraphs. This chart contains words and matching pictures so students can practice hearing a sound, matching it to a word with an image, and learning what part makes that sound.
For example the word rain. It is the exemplar word for the sound /ai/ the long a- which says it's name. SO like all high frequency words, we have to teach this word like we do we or my or see. It is the way it is. But once kids can write it (following my three rules) then the fun happens. They can actually apply it as they read and as they write.
A student is reading: "the man sent the mail." They come to the word mail and say something mall, mil, ma-il, etc. Grab your white board! Have the student write the word rain. Tell them to circle the part they see in rain and in mail. They can point to rain on the chart and see ai. They will (sometimes they need help) circle the ai part. The ask them, "what sound do those two letters make?" They will usually say "A", long a like it's name. Then ask them them read the word they had a hard time with the part from rain. They will go something like m-ai-l. Have them blend it. Mail. Now always have students go back and re-read the sentence to make it make sense. This is how you can use this chart in reading.
Now for writing, just the opposite. They want to write wait. Grab your white board and have your students start with writing the word rain. Here you need your chart to support them writing rain or seeing ai. They will be confused trust me. Then tell them to circle the part that they hear in rain and in wait... you might have to help them circle the a and i, refer to the chart if necessary. Ask them what sound is that- they usually say /A/- the long a sound, it's name. Then tell them to say the word wait very slowly. Ask them what they hear first. They usually know a w (if not grab your ABC chart and have them point to the letter that makes the /wa/ sound). Then use the vowel digraph chart to point to rain to see the ai. They have them write the ai part. Have them add the t to the end to form wait. Have them slow check it to see if it makes sense. It does!
Sometimes students don't know which digraph to use like the ea or the ee. So having the chart helps them see a word and its matching image. This way they can apply the letters to the sound they hear, as they read and as they write. Even if they don't know how to spell a word you can help them find a part and apply that part as they read or write.
So download this chart. Start implementing these words as high frequency words. Post them on a word wall. Then use the chart and these words to help your students read and write! Go to Teachers Pay Teachers and grab your free download.
Enjoy and Happy Vowel teaching!
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