sample - exodus books · puppet subject* subtract* sudden* ... show students how to mark the vowels...

SAMPLE

Megawords 1 • List 2 9

WORD LIST 2 VC/CV Closed SyllablesWORD LIST 2

Notes:•Listwordsareclassifiedaccordingtovowelsoundofthefirstsyllable.

•Suggestionsforpracticalspellingwordsareindicatedwithanasterisk(*).Oryoumaywanttodecidewithstudentswhichwordstheywillberesponsibleforspelling,andhavethemplaceanasterisknexttoeachofthosewords.

•Somelistwordshavemultiplepronunciationsand/ormeanings.Discussthesewithstudentsasappropriate.

Three-Syllable Words:

Atlantic badminton establish fantastic Wisconsin

/ā/ /ē/ /ī/ /ō/ /ŭ/

absent*actressaddress*annexatlas*attic*banditbasket*blanket*cactuscampuscandidcanyoncatnipchannel*Dallasflannel

franticgallon*gallophappen*magnet*mammal*mantismascotnapkin*rabbitrandom*sandalsandwich*tablettalcumtraffic*

dentaldentist*enchanthecticlesson*mentalpretzelseldomselfishsplendidtendontennis*velvet

children* chipmunkinfantinfectinsect*insultkidnapkitten*mittenPhillippicnic*pilgrim*quintetribbonsignaltinselwisdom

blossombonnetbottom*coffincollectcommon*congress*connect*conquestconsentcontact*contest*convictcottonfossil*gobletgoblingossipobject*opticostrichproblem*progresstonsil

button*customhumbughundred*husbandmuffinmusketnutmegpublic*publish*pumpkinpuppetsubject*subtract*sudden*trumpettunneluntil*

10 Megawords 1 • Teacher’s Guide

Work with One-Syllable Words and Word PartsTellstudentsthattheywillbelearningaboutdifferenttypesofsyllables.SAY:Asyllable isagroupoflettersthathasasinglevowelsound.Asyllablecanbeawordorpartofaword.Thewordsstay,miss,stripe,and Iareone-syllablewords.Otherexamplesofsyllablesthatarenotwordsareop,lect,andpre.

ObjeCTIVe Students will correctly identify, pronounce, and sort VC words and syllables.

Practice Page 2A

•Tellstudentsthatonekindofsyllableiscalledaclosed syllable (VC). SAY:Therearethreethingstorememberaboutaclosedsyllable:

1. Ithasonlyonevowel.

2. Thevowelhasashortsound.

3. Itendsinaconsonant.

•Reviewtheshortvowelsoundswithstudentsasnecessary(/a/asin apple; /e/asin egg;/ĭ/asinigloo;/o/asin octopus; /u/asin umbrella).

•Thendisplaytheclosed-syllablewordsat,big,andmust.Tellstudentsthattheyareallexamplesofclosedsyllablesthatarewords.Foreachword,haveastudentpointoutthevowel,saythesoundthevowelmakes,pointoutthefinalconsonant(s),andreadthewordaloud.

•Tellstudentsthattheyaregoingtoreadsomeclosed-syllablewords.Havestudentsreadindependentlyorwithyoutheboxedtextonthetopof2A.Thenhavethemcompletethepage,makingsuretheyunderstandthedirectionsforeachactivity.

•ForActivity2,dictatethefollowingwords. DICTATION:1.win;2.cut;3.best;4.flip;5.rant;6.rock

Practice Pages 2B–2C

•Displaytheclosedsyllablesfran, ab, cus,andtist.Explainthatsomeclosedsyllablesarenotwordsthemselves,butarepartsofwords.Still,theyhaveonlyoneshortvowelandendinaconsonant.Foreachsyllable,havestudentspointoutthevowel,saythevowelsound,pointoutthefinalconsonant,andreadthesyllablealoud.

STeP

1

Reading

CONCePTS COVeReD• Syllable • AccentedandUnaccentedSyllables

• ClosedSyllable(VC) • VC/CVSyllabicationRule

• SchwaSound • DoubleMiddleConsonantSpellingRule

VC/CV Closed SyllablesWORD LIST 2


Review:• Aclosedsyllablehasonevowel.• Thevowelhasashortsound.• Thesyllableendsinaconsonant.

•eXCePTION Displaysyllablesquin,quest,quiv,quit,ques,andquill.Explainthatquispronounced/kw/andwillalwaysbefollowedbyanothervowel.Thedisplayedqusyllablesareclosed,andthevowelaftertheuhasashortsound.Havestudentspronounceeachsyllable.

•Havestudentsreadindependentlyorwithyoutheboxedtexton2B.Thenhavethemcomplete2Band2C,makingsuretheyunderstandthedirections.ForActivity1on2C,youmaywanttodemonstrateforstudentshowtomarkashortvowelsoundinaclosedsyllablebyplacingabreve(˘)overthevowel.

DIFFeReNTIATING INSTRUCTION Forstudentswhoneedfurtherpracticeidentifyingclosedsyllables,tryawordsortactivity.Makeasetofcardswithclosedsyllablesandothertypesofsyllables(seepage161foradditionalsyllabletypes).Havestudentssortthecardsintotwopiles—closedandnotclosed—andhavethemexplaintheirreasoning.Forexample,apandtistareclosedbecausetheyeachhaveonevowelandendinaconsonant;nee isnotclosedbecauseithastwovowels;cuisnotclosedbecauseitendsinavowel.

ObjeCTIVe Students will correctly spell closed syllables.

Practice Page 2D

•Displayclosedsyllablessect,tract,fect,andtect,andreadthemaloudtostudents,underliningthectineachwordasyousayit.Tellstudentsthatsomesyllablesendintheconsonantblendct.Explainthatmanystudentshavetroublespellingwordsthatendinctbecausetheblendishardtohear.Invitethemtosayeachctsyllablewithyouasyoupointtoit.

•Thentellstudentstheywillpracticespellingsyllableswithct.HavethemcompleteActivity1,makingsuretheyunderstandthedirections.ForActivity2,dictatethefollowingsyllables,makingsurethatstudentsrepeatthesyllablesaloudwhilespelling.

DICTATION:1.dal;2.lect;3.ton;4.den;5.sect;6.cus;7.quin;8.cof;9.tist;10.tact;11.prog;12.lish

• Ifneeded,helpstudentsfindthectsyllableinthelongerwordsinActivity3.

Review: Ifyouhearashort-vowelsoundinasyllable:• Whatkindofsyllableisit?closed• Howmanyvowelsdoesithave?1• Isthelastletteravoweloraconsonant?consonant

Spelling


Work with Combined Word Parts

ObjeCTIVe Students will pronounce individual closed syllables and combine them to read a whole word. They will match syllables to build real words.

Practice Page 2E

•Tellstudentsthatmanywordsareformedbyputtingtwoclosedsyllablestogether.

•Usingtheexamplebelow,pointouttheindividualclosedsyllablesconandtact,andshowstudentshowtomarkthevowelsshortwithabreve(˘).Thenpronouncethesyllables,combinethemtoreadtheword,anddrawalinebetweentheindividualsyllablesintheword.Askstudentstorepeatthesyllablesandthecombinedwordasyoupointtoeach.

example: con tact co n|ta ct

•Havestudentsreadindependentlyorwithyoutheboxedtextonthetopof2E.Thenhavethemcompletethepage,makingsuretheyunderstandthedirectionsforeachactivity.

•VOCAbULARY Asstudentsreadthewholewords,reviewselectedwordmeaningsthattheymayfinddifficult.Usethefollowingasmodels,makingsurestudentsunderstandthattheremaybepronunciationchangesinmultiple-meaningwords.

— Nutmegisaspiceusedinbakingandcooking.

— Aconvictisapersoninprison;toconvictsomeoneistofindthatpersonguiltyofacrime.

Practice Pages 2F–2G

•Explaintostudentsthatwhentwoclosedsyllablesarecombinedtomakeatwo-syllableword,thevowelinthesecondsyllableisoftennotwhattheymightexpect.Instead,itmayhaveeitherashort-isoundortheschwasound,whichsoundslikeshortu(/u/).

•Displaytheschwasymbol:ә . SAY:Theschwa soundismarkedwiththissymbol.Mostvowellettersandletter

combinationscanmaketheschwasound.Theschwasoundisfoundonlyintheunaccentedsyllable,whichisusuallythesecondsyllableofatwo-syllableword.

DIFFeReNTIATING INSTRUCTION Asneeded,providethefollowingexplanationandexamplesofaccentedandunaccentedsyllables.

Theaccented syllablehasmoreemphasisthantheothersyllableorsyllablesinaword.Theaccentedsyllableispronouncedwithaclearvowelsound.Forexample,inthewordhappen,thefirstsyllable /hap/istheaccentedsyllable.

Unaccented syllableshavelessemphasis.Theyareoftenpronouncedwithaschwaorshort-isound.Forexample,inthewordhappen,thesecondsyllable/pә n/istheunaccentedsyllable.

Saysomelistwords,andhavestudentsdistinguishaccentedandunaccentedsyllablesineach.

STeP

2Reading


•Usingtheexamplebelow,pointouttheindividualclosedsyllableskitandten. Markthevowelinthefirstsyllableshort(˘)andputaschwasymbol(ә ) abovethevowelinthesecondsyllable.Thenpronouncethesyllables,combinethemtoreadtheword,anddrawalinebetweentheindividualsyllablesintheword.Askstudentstorepeatthesyllablesandthecombinedwordasyoupointtoeach.

example: kit ten kit|ten•Havestudentsreadindependentlyorwithyoutheboxedtextonthetopof2F.Then

havethemcomplete2Fand2G,makingsuretheyunderstandthedirections.

•VOCAbULARY Asstudentsreadthewholewordson2F,reviewselectedwordmeaningsthattheymayfinddifficult.Usethefollowingasmodels,makingsurestudentsunderstandthattheremaybepronunciationchangesinmultiple-meaningwords.

— Asubjectisatopic,theme,orareaofstudy.Ifyousubjectsomeonetosomething,youmakethemexperienceit.

— Seldom means“rarely”or“notoften.”

ObjeCTIVe Students will isolate, pronounce, and spell closed syllables that are parts of list words. They will build vocabulary.

Practice Page 2H

•ForActivity1,dictatethefollowingwords.Makesurethatstudentsrepeateachwordandspellthemissingsyllable.Thenhavethemsaythewholewordastheywriteit.

DICTATION: 1.talcum;2.musket;3.ribbon;4.splendid;5.subtract;6.atlas;7.trumpet;8.ostrich;9.seldom;10.pilgrim;11.dentist;12.problem;13.kidnap;14.selfish;15.insect;16.contest;17.cactus;18.nutmeg;19.contact;20.establish

Review:Ifasyllableisclosed,thevowelsoundisshort.Aclosedsyllablehasonlyonevowelanditendsinaconsonant.

Practice Pages 2I–2J

Review:Thesecondsyllableofatwo-syllablewordoftenhastheshort-isoundortheschwasound(/ә /).Thesesoundscanbedifficulttospellbecauseallofthevowelscanmakethesound,andyouhavetorememberwhichvoweltouse.

•Tellstudentstheywillbelearningshort-iandschwaspellingpatternsthatshowupattheendofList2words.

•Displaythewordbasketandreaditaloud,underliningtheetasyousayit.Explainthatetasinbasketisacommonspellingfor/ә t/or/ĭt/attheendofwords.

•Displaythewordatticandreaditaloud,underliningtheicasyousayit.Tellstudentsthaticisacommonspellingfor/ĭk/attheendoftwo-andthree-syllablewords.

•Thendisplaythewordbottomandreaditaloudtostudents,underliningtheomasyousayit.Tellstudentsthatomisacommonwaytospell/ә m/attheendofwords.

Spelling


•eXCePTION Displaythewordproblemandreaditaloudtostudents,underliningtheemasyousayit.Explainthatthewordproblemisanexception:/ә m/attheendofproblemisspelledem.

Review:Howdoyouspellthesecommonendings? • /ә t/ = et asinbasket • /ĭk/ =ic asinattic • /ә m/ =om asinbottom

•Havestudentsreadindependentlyorwithyoutheboxedtexton2Iand2J.Thenhavethemcompletethepages,makingsuretheyunderstandthedirectionsforeachactivity.Havestudentsuseadictionaryorworkwithapartnerasnecessary.

Work with the Whole Word

ObjeCTIVe Students will apply the VC/CV Syllabication Rule to read words correctly.

Practice Pages 2K–2L

• IntroducetheVC/CV Syllabication Rule. SAY: Whentwoconsonantsstandbetweentwovowels,youdividethewordbetweentheconsonants.Thefirstvowelisusuallyshortbecausethesyllableisclosed.

•ExplainthatinList2words,thesecondsyllableisalsoclosed,butbecauseitisunaccentedthesecondvowelsoundwilleitherbeshortorschwa.

•Displaythewordsatlasandselfish.Labelthevowelsandconsonantsundertheappropriatelettersasshownbelow.Foreachword,applytheVC/CVRulebydrawingalinebetweentheconsonants,andmarktheshortvowelsoundinthefirstsyllablewithabreve(˘).Havestudentsreadthewordsaloudwithyou.

at |lass e l |f i s h

vcc v v c c v

Review:TheVC/CVSyllabicationRulesaysthatiftwoconsonantsstandbetweentwovowels,youdividethewordbetweentheconsonants.

•Thenexplainthatifmore than twoconsonantsstandbetweentwovowels,youdividebetweentheconsonantssothatconsonantblends(tr, dr, nd, mp, gr)anddigraphs (ch, th, sh, wh)staytogether.

•Explainthatifthreeconsonantsinthemiddleoftheword(e.g.,congress) includetwopossibleblends(ngorgr),youkeepther-blendtogetherwhendividingthewordintosyllables.Displayandmarkthisexample:

c o n |g r e s s v c c v

•Havestudentsreadindependentlyorwithyoutheboxedtexton2Kand2L.Thenhavethemcompletethesepages,makingsuretheyunderstandthedirectionsforeachactivity.

STeP

3Reading


ObjeCTIVe Students will spell list words with special attention to schwa endings and double middle consonants.

Practice Page 2M

•Displaythewordsribbon, kitten,andnapkin,circlingthelasttwolettersineachwordasyousayit.Tellstudentsthat/ә n/attheendofatwo-syllablewordcanbespelledoneofthreeways:onasinribbon,enasinkitten,orinasinnapkin.

•Havestudentsreadindependentlyorwithyoutheboxedtexton2M.Thenhavethemcompletethepage,makingsuretheyunderstandthedirectionsforeachactivity.

Practice Pages 2N–2O

• IntroducetheDouble Middle Consonant Spelling Rule:SAY: Inatwo-syllableword,whenyouhearoneconsonantafterthefirstshortvowelsound,doubleit.(SeeList6forexceptionstothisrule.)

•Displaythewordsgallopandribbon,underliningthedoubleconsonantineach.Readeachwordaloud,havingstudentslistencloselyforthefirstshortvowelsoundfollowedbyasingleconsonantsound.Thenhaveavolunteerexplainwhyeachwordhasadoublemiddleconsonant.

•Havestudentsreadindependentlyorwithyoutheboxedtextonthetopof2N.Thenhavethemcomplete2Nand2O,makingsuretheyunderstandthedirections.

•ForActivity1on2O,dictatethefollowingwords.Makesurestudentsrepeatthewordsandsoundouteachsyllablewhilespelling.

DICTATION: 1.dentist;2.basket;3.sudden;4.signal;5.problem;6.happen;7.subject;8.selfish;9.establish;10.fantastic

DIFFeReNTIATING INSTRUCTION Somestudentsmaybereadyforpracticeinbuildingwords.Challengestudentstocreatefamiliesofwordsbyaddingcommonaffixes(-s,-ed,-ing,-(t)ion,-ly,un-,anddis-)tolistwords.Discusschangesinpartofspeechandmeaning.

Work with Words in Context

ObjeCTIVe Students will complete sentences using list words.

Practice Pages 2P–2R

•Havestudentscomplete2P,2Q,and2R,makingsuretheyunderstandthedirections.For2Qand2R,havestudentsuseadictionaryorworkwithapartnerasnecessary.

Spelling STeP

4Comprehension


ObjeCTIVe Students will read and spell sentences that contain List 2 words. Students will use correctly-spelled list words in their own writing.

Practice Page 2S

•HavestudentscompleteActivities1–3,makingsuretheyunderstandthedirections.

DIFFeReNTIATING INSTRUCTION Forstudentswhoneedfluencypractice,askthemtoreadthesentencesinActivity1on2Ssilentlyaftertheyhavecircledthewords.Thenhavethemimprovetheirfluencybyreadingthesentencesaloudtoapartnerseveraltimes.

•ForActivity2on2S,choosethreesentencesfromthefirstactivitytodictate.Havestudentswritethesentencesonaseparatepieceofpaper.

•ForActivity3on2S,challengestudentstousetenList2wordsinabriefnarrativeordescriptiveparagraph.Encouragethemtobecreative.

Monitor Progress to Increase Reading and Spelling Accuracy

ObjeCTIVe Students will read words from List 2 with 90 percent accuracy and record their progress on the Accuracy Checklists. Students will spell ten spelling words from List 2 with 90 percent accuracy and record their progress on the Accuracy Checklists.

•Activity4on2Sisareadingandspellingskillcheck.

•Foreachstudent,maketwocopiesofList 2/Reading Skill Check, Form A or B (page144).(Youmayalsoselecttenwordsofyourchoice.)Giveacopytothestudentandaskhimorhertoreadthewordsaloudtoyouasyouindicateerrorsandomissionsonthesecondcopy.Sharethestudent’sperformancewithhimorher,andhavethestudentrecordtheperformanceontheAccuracy Checklist.

•ProvidestudentswithacopyofList 2/Spelling Skill Check(page160).Selecttenwordsfromthelistordictatethefollowingwords.Sharestudents’performancewiththem,andhavestudentsrecordtheirperformanceontheAccuracy Checklist.

DICTATION: 1.basket;2.dentist;3.lesson;4.common;5.problem;6.public;7.sudden;8.attic;9.pilgrim;10.kitten

ASSeSSMeNT Ifstudentsdonotachieve90percentaccuracy,orifreadingand/orspellingaccuracyarenotimproving,morepracticeshouldbedoneonthelearningsteps.Erroranalysiscanhelppinpointtheareasofconcern.Skillchecksshouldberepeateduntilstudentshaveachieved90percentaccuracyorbetter.

Reading, Spelling, and Writing

STeP

5Reading and Spelling Skill Check


Monitor Progress to build Reading Proficiency

ObjeCTIVe Students will read list words with speed and accuracy.

•Activity5on2Sisawordproficiencyassessment.

•OncestudentshavedemonstratedthattheycanreadaselectionofList2wordsuntimedwith90percentaccuracy,theyshouldworkonincreasingreadingspeedbydoingfrequentratetimings.

•Useastopwatchorsecondhandtotimeeachstudentasheorshereadsthelistforaminute.Awarm-uptimingcanbeusedforpracticebeforedoingasecond“official”timing.Ifthestudentfinishesthelistinlessthanaminute,heorsheshouldreturntothebeginningandcontinuetoreaduntilthetimeisup.

•HavestudentsrecordperformanceontheWord Proficiency Graph,indicatingthenumberofwordsreadcorrectlyinaminuteaswellasthenumberoferrors.Agoalof45to50wordsperminutewithtwoorfewererrorsontwoofthreeconsecutivedaysisrealisticformoststudents;however,goalsshouldbeindividualizedasappropriate.

ASSeSSMeNT Ifastudentmakesmorethanfourerrorsontimedreadings,discontinuetimingthestudentandfocusyourinstructioninsteadonreadingaccuracy.Identifyandanalyzeerrorsandconcentrateyourteachingonthespecificproblemareas.Iferrorsareminimalbutthestudentisstillnotmeetingprojectedgoals,heorsheprobablyneedsmorepracticewiththewords.Markedimprovementcanoftenbemadeifthewordlistispracticedathome.

ObjeCTIVe Students will read a passage with accuracy and at a reasonable rate, with attention to expression and phrasing, and then answer vocabulary and comprehension questions about it. Students will do repeated readings of that passage to build fluency.

Practice Page 2T

The Road Race • 182 words

Passage Comprehension

•HavestudentslookatActivity1.TellthemtheyaregoingtoreadapassagethatincludesseveralList2words.

•Directstudentstothewordsatthetopofthepage.HavestudentspracticeList2WordsandReviewWordsbyreadingthemaloud.IntroducePassageWordsbyreadingthemaloud,andgivestudentstimetoreadthemwithaccuracy.Reviewmeaningsofwordsasnecessary.

•Havestudentsreadthepassageandanswerthequestionsindependently.

•Forstudentswhoneedadditionalhelp,providesupportasnecessarybyidentifyingunknownwordsorpointingoutthepartofthepassagewhereananswercanbefound.

STeP

6 Word Proficiency

Passage Comprehension and Fluency


Fluency

•Studentswillbeevaluatedforfluencyindividually.

•TellstudentsthatforActivity2,theywillbedoingrepeatedreadingsofthepassagetobuildspeedandaccuracy.

•Discussfluencyachievementandgoals,andhavestudentscontinuerepeatedreadingsuntilthosegoalsaremet.Betweentimings,havestudentslookoverthepassage,rereadit,andpracticeanywordsthatcauseddifficulty.

• IfstudentsarebeingtimedforWordCountPerMinute(WCPM),usetheRecording Form for Practice Page 2T(page145)toindicateanyerrorsandtodeterminerate(marknumberofwordsreadbystudentinoneminute,minuserrors).Noteexpressionandphrasingasappropriate.

•ShareWCPMperformanceandhavestudentsrecorditontheFluency Graph.WCPMgoalsshouldbeindividualizedasappropriateaccordingtograde-specificguidelinesfororalreadingfluency.YoumaywishtorefertoWCPMratesofHasbrouckandTindaloralreadingfluencydata(2005).

MEGAWORDSRECORDING FORMS


© SSI • M

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PLICATEDList 2 Reading Skill Check, Form A

Name _________________________________ Date _________________

cactus mammal

seldom hectic

infect chipmunk

optic tonsil

trumpet tunnel

List 2 Reading Skill Check, Form B

Name _________________________________ Date _________________

atlas wisdom

actress goblet

splendid contact

velvet musket

mitten publish

Megawords 1 • Teacher’s Guide 145

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The Road Race

“Maybe today is the day,” thought Phillip. It was the start

of the Atlantic Road Race, and hundreds of runners waited for

the signal.

Then the starting shot went off. At first, it was like a traffic jam

of people, so it was hard to get going. But that wasn’t a problem

for long. Soon the pack thinned out, and Phillip moved ahead.

Phillip kept a good pace, but he was not happy with his

progress. Everyone was galloping past him. He ran faster.

In the last stretch of the race, Phillip was in the lead. Then,

all of a sudden, he tripped on a pothole in the road and fell.

He was in a lot of pain, and he thought he might have pulled

a tendon in his leg. But he saw the finish line ahead. He got up

and slowly limped toward it.

“Maybe I didn’t get to run through the ribbon,” Phillip said

after the race, “but at least I crossed the line.” And Phillip told

himself that it would not be long until he was running again.

14

25

27

40

53

64

76

85

98

112

126

141

146

157

170

182

List 2 Recording Form for Practice Page 2T

Name _____________________________________ Date ___________________

List 2 Words Review Words Passage Words

Phillip

Atlantic

hundreds

signal

traffic

problem

progress

galloping

sudden

tendon

ribbon

until

maybe

today

everyone

himself

thought

people

ahead

finish

toward

through

Fluency Rate

Words read in 1 minute

Errors WCPM

3


© SSI • M

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PLICATEDAccuracy Checklist

Megawords 1, Lists 1–8

Name

Word List Examples Check Test Scores Date:

Reading Skill Check

Spelling Skill Check

1. Compound Words

without haystack

Reading Spelling

2. VC/CV Closed Syllables

tonsil splendid

3. VC/CV Closed and Silent-e Syllables

stampede escape

4. VC/CV Closed and r-Controlled Syllables

lobster garlic

Review List: 1–4

5. V/CV tulip raven

6. VC/V relish comet

7. /Cle stumble purple

8. V/V diet fluid

Review List: 1–8

Record accuracy score as a fraction: # correct # attempted

Megawords 1 • Teacher’s Guide 163

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WCPM

Errors

80

70

60

50

40

30

20

10

0

Word Proficiency Graph

Name Words read correctly in one minute (WCPM)

Goal Errors

Word List* Date Errors WCPM**

*Repeat Word Lists as many times as needed. **Word Count Per Minute (WCPM) = Words read in one minute - Errors


© SSI • M

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WCPM

Errors

160

80

60

40

20

0

Name Words read correctly in one minute (WCPM)

Goal Errors

Passage* Date Errors WCPM**

* Repeat Passages as many times as needed. **Word Count Per Minute (WCPM) = Words read in one minute - Errors

Fluency Graph

140

120

100

sample - exodus books · puppet subject* subtract* sudden* ... show students how to mark the vowels...

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