long vowels phonics workshops

Teaching Reading Strategies ©2008, 2014, 2016 Pennington Publishing

Long Vowels Phonics Workshops

Phonics Workshop 1 Take out the red long vowel Animal Sound-Spelling Cards and have students do the same

from their deck of cards. Spread out these red long vowel cards in order on a desk, table, or projector and tell your students to do the same with their cards.

Practice the names and sounds for each long vowels card. Point to the picture when saying the name. Point to the /sound/ when saying the sound. Have the students follow this procedure. Cue students by saying Name? (pause for their answer) Sound? (pause for their answer).

Tell students that our focus in today’s phonics workshop will be to practice both the single and vowel team long vowel spellings. Remind students that a long vowel “says its name” and other vowel sounds do not.

Point to the “a” spelling on the ape card and say “a” with an elongated sound (aaay). Tell students to do the same on their cards. Point to the “a_e” spelling on the ape card and say “a blank e” as you touch the a, the blank, and the e. Tell students that a consonant goes in the blank for this spelling. Also tell students that the silent final e is not a vowel. Tell students to do the same on their cards.

Follow the same procedure for the rest of the cards. Long /e/ eagle: “e,” “_y,” “i_e” Long /i/ iblex: “i,” “i_e,” “_y” Long /o/ okapi: “o,” “o_e” Long /u/ mule: “u,” “u_e”

Teacher Notes: The “e_e” spelling is not listed because it is rarely used, such as in compete. The long /i/ “y” is used in accented syllables, such as in crý-ing. The long /e/ “y” is used in unaccented syllables, such as in bá-by. The “_y” spellings indicate that no English syllables or words begin with a long /e/ or /i/ “y” spelling. Note that this is not the case for proper names, such as in Yvette or Yvonne.


Phonics Workshop 1 (continued) Tell students that each long vowel sound can also be spelled with more than one vowel.

Tell students that these vowels are called vowel teams. Point to the “_ay” spelling on the ape card and say “a” with an elongated sound (aaay).

Tell students to do the same on their cards. Tell students that a consonant goes in the blank for this spelling. Explain that this means that no English syllables or words begin with “ay.” Ask students to locate the two “_y” spellings and ask what goes in the blank and how this helps us to spell certain words.

Point to the “ai_” spelling on the ape card and say “a” with an elongated sound (aaay). Tell students to do the same on their cards. Explain that this means that no English syllables or words end with “ai.”

Point to the “ei” spelling on the ape card and say “a” with an elongated sound (aaay). Tell students to do the same on their cards. Tell students that the “ei” spelling is an exception to the “i” before “e” spelling rule.

Follow the same procedure for the rest of the cards. Long /e/ eagle: “_ee,” [c]ei (Tell students that the bracket means that “c” comes before the “ei” spelling, such as in receive.) “ea” Long /o/ okapi: “_oe,” “oa_,” “ow” Long /u/ mule: “_ew,” “_ue” (Make sure to pronounce these as long u, not long oo sounds as in rooster.

Teach the group how to complete the word making activity and write a word(s) on a 3 x 5 card for them to make words.

Assign leadership roles for the Long Vowels Phonics Workshops. Phonics Workshop 2 Take out the red long vowel Animal Sound-Spelling Cards and have students do the same


Play the first section of the Animal Names, Sounds, Spellings Chant HERE as you practice the names, sounds, and spellings of each red long vowel card. Point to the picture when saying the name. Point to the /sound/ when saying the sound. Point to each letter of the spelling when saying the spelling.

Pass out the Workshop #1 worksheets, and have students put away their cards. Read the Definition and explain the directions.

Students complete the worksheet collaboratively, using their assigned leadership roles. When finished, the Task Manager gets the answers from the teacher and students self-

correct and revise their answers. When corrections have been completed, the Task Manager returns the answers and gets

the new word(s) for the word making activity on a 3 x 5 card and the group completes the activity until it’s time to clean up neatly and completely.


Phonics Workshop 3 Take out the red long vowel Animal Sound-Spelling Cards and have students do the same


Play the first section of the Animal Names, Sounds, Spellings Chant HERE as you practice the names, sounds, and spellings of each red long vowel card. Point to the picture when saying the name. Point to the /sound/ when saying the sound. Point to each letter of the spelling when saying the spelling.

Pass out the Workshop #2 worksheets, and have students put away their cards. Read the Definition and explain the directions.

Remind students that the “ei” spelling is an exception to the “i” before “e” spelling rule and that it is spelled “[c]ei” on the long e eagle card.

Ask students to read the “i” before “e” Spelling Rule as you play the audio file HERE. Repeat the song and ask them to say or sing along.

Students complete the worksheet collaboratively, using their assigned leadership roles. When finished, the Task Manager gets the answers from the teacher and students self-

correct and revise their answers. When corrections have been completed, the Task Manager returns the answers and gets

the new word(s) for the word making activity on a 3 x 5 card and the group completes the activity until it’s time to clean up neatly and completely.

Phonics Workshop 4 Tell students to take out the red long vowel Animal Sound-Spelling Cards from their

deck of cards. Tell them to spread out these red long vowel cards in front of them. Play the first section of the Animal Names, Sounds, Spellings Chant HERE as they

practice the names, sounds, and spellings of each red long vowel card. Ask students to say or sing the “i” before “e” Spelling Rule by memory as you play the

audio file HERE. Play it several times until the students have it mastered. Pass out the Workshop #3 worksheets, and have students put away their cards. Read and

explain the directions. Students complete the worksheet collaboratively, using their assigned leadership roles. When finished, the Task Manager gets the new word(s) for the word making activity on a

3 x 5 card and the group completes the activity until it’s time to clean up neatly and completely.

Phonics Workshop 5 Teach students how to play one of the phonics card games to practice their silent final e

sound-spellings. Students get their card sets and play the card game while you pull students for the quick

Long Vowels Formative Assessment.


Long Vowels Phonics Workshop #1

Definition: Long vowel sounds are single sounds that say the letter names a, e, i, o, and u. Directions: Sort the following words into the long vowel sound-spelling categories and write them in the spaces provided. hi, cycle, stage, twine, me, nation, stake, he, flabby, so, stone, bugle, cube, ladle, male, be, any, triangle, fine, biceps, dying, time, mute, future, go, music, lobe, hungry, cradle, no, sole, cuter, trying

a a_e e _y (long ē)

_________________ _________________ _________________ _________________

_________________ _________________ _________________ _________________

_________________ _________________ _________________ _________________

i i_e _y (long ī)

_________________ _________________ _________________

_________________ _________________ _________________

_________________ _________________ _________________

o o_e u u_e

_________________ _________________ _________________ _________________

_________________ _________________ _________________ _________________

_________________ _________________ _________________ _________________



Definition: Vowel teams are two or three vowels in the same syllable that together make only one sound. Directions: Sort the following words into the vowel team sound-spelling categories and write them in the spaces provided. cried, neat, strain, street, clay, sleigh, creed, mean, receive, lied, does, dew, raining, eight, goes, bloat, grown, flight, barbecue, grew, perceive, higher, load, stow, fuel, stray _ay ai_ ei (long ā) _________________ _________________ _________________ _________________ _________________ _________________

_ee ea (long ē) [c]ei

_________________ _________________ _________________

_________________ _________________ _________________ _igh _ie (long ī) _________________ _________________ _________________ _________________

_oe oa_ ow (long ō)

_________________ _________________ _________________

_________________ _________________ _________________ _ew _ue _________________ _________________ _________________ _________________ “i” before “e” Spelling Rule (to the tune of “Rig ‘a Jig Jig”) Spell “i” before “e” ‘cause that’s the rule that we learned after school, but “e” before “i” comes after “c” and when we hear long /a/. Hey!



Directions: In the short story that follows, correct the spellings errors in the spaces below by using the sound-spellings chart. Don’t write down any words that are spelled correctly. Sound-Spellings Chart

Sound Long Vowel and Sound Long Vowel and Vowel Digraph Spellings Digraph Spellings

long /a/ a, _ay, a_e, ai_, ei long /e/ e, _ee, ea, i_e, _y, [c]ei long /i/ i, _igh, i_e, _y, _ie long /o/ o, o_e, _oe, oa_, ow long /u/ u, u_e, _ew, _ue

The laydy lighked shoawing off her whyte _________________ _________________ _________________ _________________ hi heal shoes soe much that shea _________________ _________________ _________________ _________________ uesd her cell phoan camera to taik pictures, then emayled _________________ _________________ _________________ _________________ a fu of theise phowtographs to her friend, Jein. _________________ _________________ _________________ _________________ Her friend trid to oepen the picture fiels but couldn’t fynd them. _________________ _________________ _________________ _________________ Mabe a good excewse to have her friend sea thoase shoes in person! _________________ _________________ _________________ _________________


Long Vowels Phonics Assessment

Directions Test students individually, saying “Pronounce these real and nonsense words.” (Pronunciation clues for the nonsense words are listed in parentheses). Nonsense words require students to decode. Using both real and nonsense words helps ensure test validity. Preparation Set aside a quiet table or desk, away from other students, to assess each student individually. Run off enough teacher copies for each student and make one laminated student copy. Inform students of the testing order in advance, so that each student will automatically come up to you without disrupting the class. The test should only take 30 seconds to give and then 30 seconds to grade and review results with the student. Grading Mark errors with an X in the space provided only if the specific phonics skill is mispronounced. In other words, don’t mark it wrong if the student mispronounces part of the word that you are not assessing. Mastery Criterion Mastery criterion is 80%, or 8 correct out of 10. If the reading deficit has been mastered, change the / into an X on the Phonics Mastery Matrix. Show the student his or her own progress on the chart, and assign the next phonics skill to be addressed (if any). If the student does not meet the mastery criterion, inform the student that this phonics skill will be reviewed later. Remind the student (and yourself) that sometimes mastering a skill simply takes more practice. Return to the un-mastered phonics skill, using the same lessons after one of the other phonics skills is mastered to build student self-confidence. Student Name ____________________________________ Test Date _______________ ___ 1. sigh ___ 6. cleeb (cleeb)

___ 2. blain (rhymes with stain) ___ 7. woater (rhymes with boater)

___ 3. baying (rhymes with saying) ___ 8. shein (rhymes with stain)

___ 4. stoeb (rhymes with lobe) ___ 9. tries

___ 5. receive ___ 10. please


Long Vowels Phonics Assessment

1. sigh 2. blain 3. baying 4. stoeb 5. receive 6. cleeb 7. woater 8. shein 9. tries 10. please


Phonics Workshop Answers: Long Vowels and Vowel Digraphs Phonics Workshops Long Vowels and Vowel Digraphs Phonics Workshop #1 a a_e e _y (long ē) nation stage me flabby ladle stake he any cradle male be hungry i i_e _y (long ī) hi twine cycle trident fine dying bíceps time trying o o_e u u_e so stone bugle mute go lobe future cuter no sole music cube Long Vowels and Vowel Digraphs Phonics Workshop #2 _ay ai_ ei (long ā) clay strain sleigh stray raining eight _ee ea (long ē) [c]ei street neat receive creed mean perceive _igh _ie (long ī) flight cried higher lied _oe oa_ ow (long ō) does bloat grown goes load stow _ew _ue dew barbecue grew fuel Long Vowels and Vowel Digraphs Phonics Workshop #3 The lady liked showing off her white high heal shoes so much that she used her cell phone camera to take pictures, then emailed a few of these photographs to her friend, Jane. Her friend tried to open the picture files but couldn’t find them. Maybe a good excuse to have her friend see those shoes in person!

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—Joseph Curd

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—Angela Ford

http://bit.ly/1XaMowD

long vowels phonics workshops

Documents