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Short Vowel Sounds |
This is the first sound introduced!
Visual cues are used to help give a hint. With the short 'a' sound, we put our right hand, palm down, in front of our body and slide it straight out away from our body as we say the 'a' sound. This is very helpful for students who are not quite sure of the letter/sound association but the visual cue gives them that extra hint.
We use word endings and practice placing a beginning sound to see if it makes a word. This helps reinforce the blending of sounds together when reading as well as identifying patterns in words. Look below for some examples.
| at | an | ag |
| fat bat cat sat hat mat pat rat flat that brat chat |
ban can Dan fan Jan man pan ran tan van Stan plan bran |
bag hag lag rag sag tag wag brag flag nag drag |
You might try some other word endings with your child:
| -am | -ab | -ad | -ap | -ack |
A new visual cue! This one is a little tricky! It's best to remember the good ole' days when a horse named Mr. Ed was on on TV. Our visual cue is a talking horse with reins. When he talks, his reins pull back the sides of his mouth. When he make the short 'e' sound, we use our thumb and forefinger and gently push back on the sides of our mouth. This is a difficult sound to discriminate as many students confuse the short 'e' and the short 'i' sound.
Examples of blending sounds are listed below:
| et | en | ent |
| jet met bet set get let yet net pet vet |
Ben den Glen hen Ken Jen men pen ten when then |
bent cent sent tent vent Kent lent rent went |
Other endings to try:
| -eg | -est | -ed | -end |
The visual cue for the short 'i' sound uses yourright hand and face. With the right hand, make a backwards 'l' using your thumb and forefinger. Your thumb touches the bottom of your chin and your right forefinger dots your nose (like the dot on an 'i') while you make the 'i' sound.
| it | ig | in | ip |
|
bit fit hit lit mitt pit sit |
big dig fig pig rig wig twig |
fin pin tin spin thin shin skin twin |
dip hip lip sip tip chip flip ship snip |
Other endings to try:
| -ill | -im | -ick | -id | -ing |
This visual cue is just a symbol for the letter 'o'. With your forefinger, trace an 'o' around your mouth, which is open making the 'o' sound.
| op | ot | og | ock |
| cop hop mop pop top chop drop shop |
cot dot hot pot knot rot clot shot spot |
dog hog jog fog clog frog |
dock knock lock smock block clock |
Other endings to try:
| -ob | -od | -ong |
A new visual cue is used. With the short 'u' sound, we put our fists on top of each other with the right fist on top. We lift the right fist up and say the 'u' sound.
We use word endings again to help reinforce the short 'u' sound, as well as reinforcing blending of sounds and word patterns.
| un | ub | ug |
|
bun sun fun gun run pun sun spun |
cub rub sub tub club stub scrub |
bug dug hug jug lug pug rug mug tug snug chug |
Other endings to try:
| -uff | -um | -ump | -unt |
| -unk | -ush | -us | -up |
To reinforce blending of sounds
Make some game cards to help
your child with the blending of sounds.
| Group 1: beginning sounds | Group 1: ending sounds |
| r J k c s h g b h h | eg ad um im em up ab ob ig |
Divide the cards into beginning and ending sounds. (You may either keep them in piles or laid out randomly on the table.) The child draws a card from each pile, saying the sounds and blending them together. If it is a real word, he/she should use it in a sentence and he earns one point. If it is not a word, the cards go back and it is the next person's turn.
ex: r eg reg
not a word
h um hum a word -
one point
| Group 2: beginning sounds | Group 2: ending sounds |
| st gl d dr j sc cr m fl sk | op ad ad ug ag ip at im op op |
| Group 3: beginning sounds | Group 3: ending sounds |
| b tr cl k pl sp cl h h | ug am un op ed it ip ap ot |
(from Strengthening Your Literacy Program)
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