Auditory/Vowels
Title: Auditory Vowels
Read the sentences to the class and see if they can choose the correct vowel by listening to the word and thinking about where it is placed in the sentence. Long vowel sounds: -i-
1. As is usual with long vowel sounds, most long -i- sounds are written using the magic e. (See the magic e page if you're not sure about this)
For example: fine silent entitled Underline the i-e combination in each of the following words. The first two are done for you. lively mice untimely deadline idle stalactite miserly quite bridle title write fertile decided trifle dynamite
2. But -igh- and -y also make the long i sound. -igh is usually found in the middle of a word and the long i right at the end of a word is nearly always -y.
Write the correct letters in the following words:
repl__, n_____tfall, br____t, suppl__, del_____t,
t_____t, moonl_____t, appl__, terrif__, midn_____t.
3. Try to guess the following words which use -igh or -y for the long i sound.
The pen is m_____tier than the sword.
Starboard is the _______ hand side of the ship.
The victim couldn't identi___ the robber.
You need to m__________ the total by 3 to get the answer.
"Find something to occu___ yourself with," said Toby's Dad.
Thunder and l_____tning can be quite fr______ening
I admit it was my fault. I can't de___ it.
Resource:
http://www.spelling.hemscott.net/vowels4.html | Contributor: Jesse Johnson |
| Mail: johnsoje@pluto.dsu.edu |
Title: Name Those Vowels
The students will sing a song in order to recognize vowels in both capital letters and lower-case forms. As the teacher, they can help them by pointing to the vowels in a book or on the board while singing a playful song to the tune of BINGO. Each time a vowel is omitted, singers can clap, stomp, etc. to symbolize it.
| Contributor: Jill Amick |
| Mail: amickj@pluto.dsu.edu |
Title: VoWac Rhymes
Idea: Have the students practice the VocWac rhymes for the vowels. Example: "A" Ant on and Apple "a" and continue through the rest of the vowels. After learning the basics, expand by adding each extra sound the vowels may make.
Resource:
www.vowac.com | Contributor: Angela Nelson |
| Email: nelsona@pluto.dsu.edu |
Title: Vowel Mnemonic
Idea: Auditory learners can be helped to memorize the pronunciation of vowels by
providing them with pseudo-mnemonics for each vowel.
For example, instruct students to practice out loud the long pronunciations of
the vowels A, E, I, O, and U in that order. Then, provide a sentence using
words that contain the sounds of those vowels in the same order -
Ā Ē Ī Ō Ū
Māke Mē Hīde Ōld Glūe
Repeat the same operations for the short sounding vowels -
Ă Ĕ Ĭ Ŏ Ŭ
Căn Tĕn Pĭgs Mŏp Jŭnk
This methods helps auditory learners remember the pronunciations of short and
long vowels because they have lyrical sentences to refer to.
Resource:
| Contributor: Malia Norton |
| Email: nortonm@pluto.dsu.edu |