Monday, August 25th, 2014

Phonics

Short Vowels

Vowels; Hard and Soft c,g;

Blends; Digraphs; Syllables

Poem

The Cricket

The cheerful cricket, when he sings

To celebrate fall weather,

Lifts high this scrapers on his wings

And fiddles them together.

And when some juicy ant he sees,

His bulby eyeballs glisten.

He tucks his ears beneath his knees

And lifts a to listen.

Imagine – what if you or I were laid out like a cricket

And had an ear beside our knee?

That might be just the ticket.

For if you didn’t want to hear

The loudest band that rocks,

Why, all you’d do to shut your ears

Is yank up both your socks.

What do you think it would be like to have

ears on  your knees like a cricket? Would you

like it? Why or why not?

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Wednesday, August 27th, 2014

Phonics

Short Vowels

a,e,i,o,u

If a word or syllable has only one vowel and the vowel comes at the beginning or between two consonants, the vowel usually stands for the short sound.

Example: Tap, let, fin, hot, and up.

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SHORT VOWELS

a

 fan  

 ant

 cat

hand

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i

Gift  

 

    Six

Pin

bib

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u

duck

 

bug

bus

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O

mop

top

box

block

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e

egg

bed

jet

hen

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Friday, September 5th, 2014.

Brainstorm: Write what is a short vowel sound?

Long Vowel Sound

  • Long Vowel Rule1:If a one – syllable word has two vowels, the first vowel usually stands for the long sound and the second vowel is silent.
  • rain
  • kite
  • cane
  • jeep
  • Long Vowel Rule 2:If a word or syllable has one vowel and it comes at the end of the word or syllable the vowel usually stands for the long sound.
    1. We
    2. go
    3. cupid
    4. pony

Teacher is going to write the following words:

Students have to identify the short vowels

  1. can
  2. pin
  3. set
  4. ran

Then the Teacher is going to write the following words:

  1. cane
  2. pine
  3. seat
  4. rain

Students have to identify the vowels that were added. (e,e,a,i) Have them describe how the additions changed the vowel sounds.

The word seat in a one syllable word, the first vowel usually stands for the long sound and the second vowel, the first usually stands for the long sound and the second vowel is silent.

Which vowel is silent in?

  1. cane
  2. pine
  3. rain

Closing

Spelling: Students have to watch as the teacher writes on the board one spelling word. Immediately the teacher is going to erase the word and have students silently write it from memory. Then the challenge will be increased by writing and erasing two words at a ime.

Spelling words

  1. cane
  2. luck
  3. spring
  4. rice
  5. gentle
  6. top
  7. go
  8. huge
  9. jeep
  10. black
  • Students when hear a long vowel sound. they extend their arms out as far as they will go.

Word list​

  1. Tea
  2. hide
  3. can
  4. tip
  5. tape
  6. cub
  7. cube
  8. met
  9. meet
  10. fine
  11. six
  12. mop
  13. five
  14. vote

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Phonics Practice

Short and Long Vowel

Identify the short vowels sounds and Long vowels sounds

  • Word list​

Tea

block

fan

hide

can

ant

tip

tape

cub

cube

met

hand

meet

fine

six

mop

five

vote

cat

gift

pin

bib

duck

bug

sun
bus
mop

box
top
egg
bed
jet
hen

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Monday, September 15, 2014

I. Questions:

How do you recognize a short and long vowel sounds?

Explain the rules of the Short vowel sounds.

Explain ther rules of the Long vowel sound

II. Simple practice: Classify the following words in short or long vowel sounds

jeep
top
radio
five
tea
hand
tip
mop
fan
tape

III. Write a Sentence with each word.

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Short and Long Vowel Rules

If a word of syllable has only one vowel and it comes at the beginning or between two consonants the vowel usually stands for the short sound.

ANT    A N T

HUG   H U G

If one syllable word has two vowels, the first vowel usually stands for the long sound and the second vowel is silent.

RAIN  R A I N

If a word or syllable has one vowel and it comes at the end of the word of syllable, the vowel usually stands for the long sound.

CANE  C A N E

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Let us work on page 8

 

Day 1

Opening

Warm up: Let us watch a video:

Learning Activities

  • Phonics: Let us introduce Hard and Soft c and g in class.
  • Teacher is going to say the following words: Cake and Center. The students have to repeat the sound that they hear at the beginning of each word. Then the teacher is going to ask for volunteers to write the words on the word on the white board. Teacher is going to help students to identify the hard and soft sounds of c in cake and center.
  • From page 9 we read the rule : When c is followed by e, i, or , the c is usually soft and has the s sound. Example rice civil icy.
  • Teacher is going to explain that when c is followed by e, i or y, c is usually soft and has the sound of s,. Otherwise, c has a hard sound, or /k/. Have students apply the rule to the words record and pencil.
  • Let us read on page 10 the rule for the hard and soft sounds of g: When g is followed by e, i, or y , the g is usually soft. Soft g stands for the j sound as in urge, gentle, ginger, gypsy.
  • Follow the same procedure, using go and gentle, ot identify the hard and soft sounds of g.
  • Teacher is going to explain that when g is followed by e, i, or y , the g is usually soft andhas the sound of j. Otherwise, g has a hard sound. Teacher is going to write gum ad ginger on the board and call on volunteers to apply the rule.

Closing:

  • Let us read the words in the box on page 9 and the words in items 1-15 on page 10 with students to be sure they are pronouncing the words correctly.

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HARD AND SOFT C AND G SOUND

Usually, a c or g sound is hard or soft depending on the vowel that follows it. Here’s the general rule:

When c or g meets a, o, or u, its sound is hard.

cap, cave, colt, comedy, curly, cuddle

gas, gather, goblet, goddess, gum, gutter

When c or g meets e, i, or y, its sound is soft.

census, center, circle, citizen, cycle, cymbal

gel, general, giant, ginger, gypsy, gyrate

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