variant vowel word families & scrambled sentences · 2011. 5. 20. · another has scrambled...

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PRODUCT CONTENTS 3 sheets of color pictures 12 cover-weight sheets (4 each of blue, purple, green) 7 pages of teacher information COPYRIGHT © READING MANIPULATIVES All rights reserved. Printed in the United States of America. No part of these materials may be used or reproduced in any form or by any means, or stored in a retrieval system, without prior written permission of the publisher. Making copies of any part of these materials for any purpose other than your personal use is a violation of United States copyright laws. SKILL DEVELOPMENT All sets or cards in Reading Manipulatives products are different. Once students are introduced to the skills and shown how to do the activity, they work independently. The individualized materials can be used for seatwork or stations. Students work on needed skills, and teachers are freed for instruction. This guide includes a brief summary of the skills that are targeted by this product. For many skills, additional teaching aids can be downloaded from the resource section of our web site (www.readingmanipulatives.com). ASSEMBLY & PACKAGING Reading Manipulatives materials are commercially laminated but must be cut and packaged prior to use. Preparation tips are given, and coding of the sets is explained. Store the student sets in zipper bags. Small food storage bags from the grocery store can be used. Heavier 4 mil zipper bags can be found online. Amazon often has 4 x 4, 4 x 6 or 5 x 8 bags, which are good sizes for the manipulatives. STUDENT CHECKLISTS & RECORDKEEPING Checklists for tracking the materials that have been completed are important for recordkeeping. The last page of this guide is a master for a student checklist that can be copied and cut. Active involvement builds accountability. When feasible, products have answer keys. Primary materials that necessitate teacher checking do not take much time to look over. Additionally, manipulatives encourage cooperative learning, and students naturally assist one another as a need arises. Reading Manipulatives, Inc. 1725 E. Mountain View Rd. Phoenix, AZ 85020 888-997-2448 877-997-7685 (F) www.readskill.com VARIANT VOWEL WORD FAMILIES & SCRAMBLED SENTENCES PRODUCT CODE: 240

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  • PRODUCT CONTENTS3 sheets of color pictures

    12 cover-weight sheets(4 each of blue, purple, green)

    7 pages of teacher information

    COPYRIGHT © READING MANIPULATIVESAll rights reserved. Printed in the United States ofAmerica. No part of these materials may be used or reproduced in any form or by any means, orstored in a retrieval system, without prior writtenpermission of the publisher. Making copies of anypart of these materials for any purpose other thanyour personal use is a violation of United Statescopyright laws.

    SKILL DEVELOPMENT

    All sets or cards in Reading Manipulatives products are different.Once students are introduced to the skills and shown how to do theactivity, they work independently. The individualized materials canbe used for seatwork or stations. Students work on needed skills,and teachers are freed for instruction.

    This guide includes a brief summary of the skills that aretargeted by this product. For many skills, additional teaching aidscan be downloaded from the resource section of our web site(www.readingmanipulatives.com).

    ASSEMBLY & PACKAGING

    Reading Manipulatives materials are commercially laminated butmust be cut and packaged prior to use. Preparation tips are given,and coding of the sets is explained.

    Store the student sets in zipper bags. Small food storage bagsfrom the grocery store can be used. Heavier 4 mil zipper bags canbe found online. Amazon often has 4 x 4, 4 x 6 or 5 x 8 bags, whichare good sizes for the manipulatives.

    STUDENT CHECKLISTS & RECORDKEEPING

    Checklists for tracking the materials that have been completed areimportant for recordkeeping. The last page of this guide is a masterfor a student checklist that can be copied and cut.

    Active involvement builds accountability. When feasible,products have answer keys. Primary materials that necessitateteacher checking do not take much time to look over. Additionally,manipulatives encourage cooperative learning, and studentsnaturally assist one another as a need arises.

    Reading Manipulatives, Inc. 1725 E. Mountain View Rd. Phoenix, AZ 85020 888-997-2448 877-997-7685 (F) www.readskill.com

    VARIANT VOWEL WORD FAMILIES & SCRAMBLED SENTENCESPRODUCT CODE: 240

  • In order to work with any of the Reading Manipulatives decoding or blending products, students mustknow short and long vowel phonemes and spelling patterns. These skills are necessary in order toanalyze and decode the rimes, or bases. Use the following strategies to teach or review the phonemes and spelling patterns.

    STEP 1 – TEACH PHONEMESFirst make sure that students can identify and produce the vowelphonemes. Teach the short vowel phonemes in isolation using soundassociations to help students learn and remember these challengingphonemes. The examples to the right are used in the ReadingManipulatives Phoneme Songs & Blending program. Short vowelsposters are available separately, or they can be downloaded from ourweb site. You can also listen to the songs online.

    Long vowels are easier to master. Remind students that the longvowels “say their names.” Long u is somewhat troublesome since it has two sounds (as in fuse [fyooz] and plume [ploom]). Work with the easier vowels first. Students tend to predict the long u sound without any difficulty after they become familiar with short and long vowel phonemes and patterns.

    STEP 2 – TEACH SHORT/LONG VOWEL PATTERNSOnce students can identify and make the short and long sounds, teach vowel spelling patterns. Simplifythe basic concepts being taught. Teach this rule for short/long vowel patterns:

    When there is one vowel in the word (at the beginning or the middle), the vowel is short.When there are two vowels, the first vowel is long and the second is silent.

    Reading Manipulatives flip strips demonstrates this rule. Students readthe short vowel word. When the second vowel is flipped over, the word isthen read with a long vowel.

    Most one-syllable words follow this rule, making it an excellent buildingblock for beginning readers. This concept is taught before the introduction ofvariant vowels, which are obvious exceptions.

    STEP 3 – DECODE WORDS THAT FOLLOW THE PATTERNSOnce students know short/long vowel sounds and spelling patterns, they can use these to decode orencode words. With ample practice, application becomes automatic.

    Reading Manipulatives offers products that provide decoding practice. One uses matching games.Students look at the word to determine if the vowel phoneme is short (one vowel) or long (two vowels).Then they read the word and match it to a picture. Another has scrambled sentences that contain wordsthat follow the SLV patterns. The sentences can be one of the first reading experiences for children.Students decode the words, arrange them into sentences, and match the illustrations. The sentences inthis product are similar except they also contain words with variant vowels (underlined).

    If you do not have these materials, make up activities that include words following the patterns.The more practice you provide, the more quickly your students will master these skills. Our web site has resources that will help you, including lists of flip strip words and word families.

    SHORT/LONG VOWELS & SPELLING PATTERNS

    a)

    e

    )

    i

    )

    o

    )

    u

    )

    hopebestast

  • Once students are adept at decoding words containing short and long vowels, the English vowelphonemes with variant pronunciations and spellings can be introduced. Variant vowel phonemes andspellings with a high frequency of occurrence are listed below. Only rimes that are found in multiplewords are included, but there are many other words containing these variant vowels (such as er in her).

    Most of these variant vowels are phonemes, and several have multiple spellings. These spellingsare actually what students need to recognize, and that is why word families are an excellent strategy. It does not matter that oo as in zoo sounds the same as one of the long u spellings (fruit) or the ewspelling (new). Do not dwell on phonetic information that is irrelevant and may confuse students. Teach concepts in the most simplified manner possible.

    USING WORD FAMILIESWord families are an ideal way to introduce beginning readers to common phonemic bases containingvariant vowels. The task is to decode each base and then blend the initial sounds to it. Since all words ineach group rhyme, this is the easiest blending task.

    Many words for each base are included. You can tailor the activity to your students by selecting theinitial sounds students are ready for. In addition to consonant and digraph phonemes, some of the wordsin word families and sentences contain blends. As the name suggests, blends are formed when two tothree phonemes are blended together. The following are the blends by category:

    • L-Blends—bl, cl, fl, gl, pl, sl, spl• R-Blends—br, cr, dr, fr, gr, pr, tr, scr, shr, spr, str, thr• S-Blends—sc, sk, sl, sm, sn, sp, st, sw, scr, spl, spr, squ, str

    Most words for the bases are included. You can tailor the activity to your students by selecting theinitial sounds students are ready for. Sounds that have been removed can be added back in whenappropriate. If some vocabulary words are too difficult for students, they too can be removed.

    Keep in mind that word families address only single syllable words that have rhyming words. Itmay seem that some have limited occurrence, yet many words cannot be included. For example, oy is aconsistent sound in 98 per cent of its occurrences:

    • boy, coy, joy, soy, toy (coy, soy are challenging vocabulary)• boycott, convoy, decoy, deploy, destroy, enjoy, loyal, oyster, royal (multisyllable)• coyote (an exception)

    VARIANT VOWELS

    COMMON VARIANT VOWEL PHONEMES & SPELLINGS

    R-Controlled (first three more common)1. a as in car2. ur as in fur (spelled ur, ir, er, and [w]or)3. or as in for (same sound for or, ore, and oar)4. ar as in air (spelled are and air)5. ir as in ear (spelled ear and eer)

    OO (two sounds, two spellings)1. oo as in zoo and few2. oo as in took

    AL / AU / AW (one sound, three spellings)1. o as in all2. o as in saw 3. o as in taught

    OU /OW (one sound, two spellings)1. ou as in out2. ow as in now

    OI / OY (one sound, two spellings)1. oi as in oil2. oy as in boy

    ^^^

    ^^

    ^^

    . .

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  • Reading the words in the word families should be done on a one-to-one basis, so consider the use ofparent volunteers, peer tutors, or student assistants. It is important that all who are listening to studentsread the word families are familiar with the variant vowel phonemes. Under each base is a pronunciationkey for the variant vowel phoneme.

    The following are the steps that students should followwhen blending. Those working with students should betaught these so they can assist students as necessary.

    • Figure out the variant vowel sound• Read graphemic base, or rime (vowel to end of word)• Blend the initial sound (phoneme or blend) to the base

    Consider how you prefer to package the word families. Zipper bags are not provided for them. Youcan keep them presorted by bases by putting a small rubber band around each word family. You mightalso find it helpful to group the word families by variant vowels since students will likely work on onevariant vowel sound at a time.

    USING SCRAMBLED SENTENCESBefore starting the sentences, students should work with the word families since sentences have wordscontaining the variant vowels that students must decode. Most words in the scrambled sentences followshort/long vowel spelling patterns, so students must be adept at decoding these. Words with variantvowels are underlined, and the rest are words with short/long vowel patterns (plus a few sight words).

    Each of the 12 student sets has three sentences (blue, purple, pink) with matching pictures. Asstudents work through the sets, following the steps delineated below, they will improve both reading and organizational skills. These are the steps students follow:

    • Empty the words out and sort them by color• Arrange the words of each color into a sentence;

    use capitalization and punctuation as cues• Match the correct picture to each sentence

    (pictures often offer worthwhile clues)• Have someone check the work; if possible,

    students should read the sentences aloud• Record the completed set in the student’s

    checklist (set codes are on all pieces)

    SPELLING TRANSFERFor poor spellers, studying the spelling patterns of variant vowels can be a valuable aid. Students withweak visual skills can use phonemic bases (rhyming patterns) to vastly improve spelling performance.Consider using lists that target the various variant vowel phonemes. Several of the words are highfrequency words from the Dolch 220 list (available on our web site). These are ideal words to use.

    Ask students to segment the base of a word (i.e., few = –ew). Then give them multiple words tospell that have this base (new, chew, flew, blew, crew). After practicing this skill for some time, includerhyming words on the spelling test.

    VARIANT VOWELS

  • CUTTING & PACKAGINGA rotary trimmer is ideal for cutting laminated materials. A paper cutter will suffice, but rotary trimmersare more accurate and easier to use. If your school does not have one, rotary trimmers can be purchasedat art and office supply stores or at discount warehouse clubs. Copy centers often have a rotary trimmeravailable for customer use.

    Cut the sheets of word families into horizontal stripsusing a trimmer. Scissors can then be used to cut these apartsince they can be cut with a single motion. Bases are leftaligned and onsets are right aligned. Word families are codedfrom 1–35. No packaging is provided for the word families(suggestions given on page 4).

    Trim each sheet of pictures and sentences along thehorizontal lines using a trimmer. Then use sharp scissors tocut halfway between the individual words and to cut apartthe pictures. All pieces have a set code on them. If youorganize this task to sort as you cut (i.e., 12 piles of onecolor, which you add to with the next color), you will saveyourself time. When you get all these pieces mixed together,it is tedious to sort and package them into sets.

    Store the student sets in zipper bags. Small food storagebags from the grocery store can be used. Heavier 4 milzipper bags can be found online. 4 x 4 or 4 x 6 bags are goodsizes for the manipulatives.

    CLASSROOM ORGANIZATIONSelect storage containers that hold and display the sets most efficiently. Those that offer high visibilityspeed the selection process. Many types and sizes of plastic storage boxes are available. Look at standardstorage tubs, as well as containers for food or office supplies.

    Since students will be choosing sets that they have not yet completed, classroom organization isimportant. If using multiple sets of manipulatives, it works best to spread them out in various locationsthroughout the classroom. That way, students will not have to congregate in a single area.

    CHECKLISTS & STUDENT ACCOUNTABILITYMake copies of the checklist for the scrambled sentence sets. Every Reading Manipulatives productcontains unique, individualized activities. Students (or teachers) use the checklists to record work and toselect sets or cards that have not yet done. The manipulatives andcards are part of a comprehensive instructional program, so it isimperative to track completed materials.

    Consider using student language arts folders as anorganizational tool. Checklists can be glued to the inside folder,rather than leaving them loose. That way, they are easy to get atand unlikely to be lost. Students will have multiple checklists intheir folders, one for each series of manipulatives or skills cardsthat they are using.

    PREPARING & MANAGING MATERIALS

  • o as in all–alkbalk

    chalkstalktalkwalk

    –allballcallfallhallmallsmallsquallstalltallwall

    –awclawdrawflawjawlawpawrawsawslawstraw

    –awndawndrawnfawnlawnpawnyawn

    a as in car–arbarcar

    charfarjar

    marscarstartar

    –ardcard

    guardhardlardyard

    –arkbarkdarkharklark

    markparksharksparkstark

    –artcart

    chartdartmartpart

    smartstarttart

    or as in for–orebore

    chorecoremoreporescoreshoresorestoretorewore

    –ornborncornhornmornswornthorntornworn

    –ortfortportshortsnortsport

    ur as in fur–irtdirtflirt

    shirtskirt

    squirt

    –urnburn

    churnspurnturn

    ar as in air–airchairfairflairhairpairstair

    –arebareblarecaredarefareflareglaremarerare

    scaresharespare

    squarestare

    ir as in ear–earcleardearearfeargearhearnearrear

    shearsmearspeartearyear

    –eerbeer

    cheerdeerpeer

    queersteer

    oo as in zoo–ewblewbrewchewcrewdewdrewfewflew

    knewnewpew

    screwstew

    threw

    oo as in zoo–oolcool

    droolfoolpool

    schoolspoolstooltool

    –oombloomboombroomdoomgloomgroomloomroom

    –ootbootlootroot

    shoottoot

    –ooncroongoonmoonnoonsoon

    spoonswoon

    –oopdroophooploop

    scoop

    snoopswooptroop

    oo as in took–oodgoodhoodstoodwood

    –ookbookbrookcookhooklook

    shooktook

    oi as in oil–oilboilcoilfoilsoil

    spoiltoil

    –oincoin

    groinjoinloin

    –oyboycoyjoysoytoy

    ou as in out–ouchcouchcrouchgrouch

    ouchpouchslouch

    –oundboundfound

    groundhoundmoundpoundroundsound

    –outboutpoutscoutshoutspoutsproutstouttrout

    –owbowbrowchowcowhownowplowvowwow

    ou as in out–ousedousehouselouse

    mousespouse

    –owlfowl

    growlhowlowl

    prowlscowl

    –ownbrownclowncrowndowndrownfrowngowntown

    VARIANT VOWEL WORD FAMILIES & SCRAMBLED SENTENCES

    VV–1A toy clown pops out of the box.How can the frog stay on a round ball?Mark sweeps with a large broom.

    VV–2Barb stirs the batter with a spoon.I saw Paul walking to school.The seal caught a fish in its mouth.

    VV–3All the air went out of the ball.That bird is making too much noise.The referee blew as loud as he could.

    VV–4Look at how our dog crosses her paws.Bert is drawing a stick girl.He dreams about walking on the moon.

    VV–5Are owls as smart as they look?The fish hook has three sharp points.Can a turtle join the army?

    VV–6Those horns must hurt the clown.The brown cow is chewing a flower.Can you hear the noise that snake makes?

    VV–7The worker is filling the hole with dirt.Can the bee twirl around much more?The chalk made an awful sound.

    VV–8A small worm lies on a mushroom.That girl could twirl on her ice skates.The farm has a large red barn.

    VV–9It is fun to slide down to the pool.Mom is working in our yard.The witch flew past the moon on her broom.

    VV–10He is working under the car’s hood.A new girl started at our school.Does the elephant feel good or scared?

    VV–11Their new house has a large lawn.Soon the guide will fall down.That smart worm reads books.

    VV–12The bird just caught a small fish.The cat saw the ball of yarn.Sharks have sharp teeth and strong jaws.

  • VV–1 _______________

    VV–3 _______________

    VV–5 _______________

    VV–7 _______________

    VV–9 _______________

    VV–11 _______________

    VV–2 _______________

    VV–4 _______________

    VV–6 _______________

    VV–8 _______________

    VV–10 _______________

    VV–12 _______________

    VARIANT VOWEL SCRAMBLED SENTENCES

    VV–1 _______________

    VV–3 _______________

    VV–5 _______________

    VV–7 _______________

    VV–9 _______________

    VV–11 _______________

    VV–2 _______________

    VV–4 _______________

    VV–6 _______________

    VV–8 _______________

    VV–10 _______________

    VV–12 _______________

    VARIANT VOWEL SCRAMBLED SENTENCES

    VV–1 _______________

    VV–3 _______________

    VV–5 _______________

    VV–7 _______________

    VV–9 _______________

    VV–11 _______________

    VV–2 _______________

    VV–4 _______________

    VV–6 _______________

    VV–8 _______________

    VV–10 _______________

    VV–12 _______________

    VARIANT VOWEL SCRAMBLED SENTENCES

    VV–1 _______________

    VV–3 _______________

    VV–5 _______________

    VV–7 _______________

    VV–9 _______________

    VV–11 _______________

    VV–2 _______________

    VV–4 _______________

    VV–6 _______________

    VV–8 _______________

    VV–10 _______________

    VV–12 _______________

    VARIANT VOWEL SCRAMBLED SENTENCES

    VV–1 _______________

    VV–3 _______________

    VV–5 _______________

    VV–7 _______________

    VV–9 _______________

    VV–11 _______________

    VV–2 _______________

    VV–4 _______________

    VV–6 _______________

    VV–8 _______________

    VV–10 _______________

    VV–12 _______________

    VARIANT VOWEL SCRAMBLED SENTENCES

    VV–1 _______________

    VV–3 _______________

    VV–5 _______________

    VV–7 _______________

    VV–9 _______________

    VV–11 _______________

    VV–2 _______________

    VV–4 _______________

    VV–6 _______________

    VV–8 _______________

    VV–10 _______________

    VV–12 _______________

    VARIANT VOWEL SCRAMBLED SENTENCES