R Controlled

2 Vowels

air/are and ire/ier

Steps 3 - 7

 

 

Step #3:  Consonants – Beginning and Ending Sounds
2 Minutes
Activity & Materials
Method
Timer and Comments
Correction
#1
Beginning and Ending Sounds
•Student worksheet #3
•Randomly Point to beginning letter of a word or ending letter of word
•I Say / You Say
•Coach – Say “b”, etc.. 
•All students Say “b”, etc…
•1 Minute
•Start with 3 second delay
•Work towards 1 second delay
•Say the  beginning or ending consonant sound only
•Do NOT say letter name – just the sound
•Self Correcting
•Point to the same consonant

 

 

My White Board

 

 

Step #4:  R Controlled - 2 Vowels (Orange Juice)
5 Minutes
Materials
Method
Timer and Comments
Correction
  • •None
  • •Review how vowel(s) that are followed by an “r” have a special sound. 
  • •Not timed
  • •Discuss that when you see a word with onr or two vowels followed by “r”, you only say/hear one special vowel sound
  • •Pictures of “R” vowels – Orange Juice
  • •Point to R Controlled vowels in sequence by group: air/are -- ire, ier
  • •Coach - Say R Controlled sound as in the picture:
  • “air as in chair”
    –“are as in square”
    –“ire as in fire”
    –“ier as in pliers”
    –
  • •All students Say
  • •Not Timed
  • •Repeat several times
  • •
  • •N/A
  • •Pictures of “R” vowels – Orange Juice
  • •Randomly Point to R Controlled vowel
  • •I Say / You Say
  • •Coach - Say the appropriate R Controlled vowel sound only
  • •All students SAY
  • •1 Minute
  • •Start with 3 second delay
  • •Work towards 1 second delay
  • •Self Correcting
  • •Point to the same vowel

 

 

R Controlled Vowel Sounds
Two Vowels (Orange Juice)

 

Step #5:  How Many Vowels (2 – See the R?) – Say the Vowel Sound
(R Controlled) 8 Minutes
Activity and Materials
Method
Timer and Comments
Correction
and Comments
  • #1
  • •Magnifying Glass sheet
  • •Student worksheet #3
  • •Select a word from the student’s sheet with an “air”, “are – ire – or  ier” vowel and print in the white space
  • •Discuss when a vowel(s) is followed by “r”, the vowel and “r” make a special sound
  • •Ask student what the vowel sound is
  • • Coach - Say the vowel sound
  • •All students Say vowel sound
  • •Not timed
  • •Repeat with 2 more words with each “r pattern”
  • •A vowel(s)followed by “r” are called “R Controlled”  (Orange Juice)
  • •Stress: find how many vowels are in the word before they try to sound it out.  Also, is there an “R” that will control the sound?
  • #2
  • •Student worksheet #3 •
  • •Randomly Point at words
  • •You (Student) Say / I Say
  • •One student is timer, other Says vowel sound
  • •Switch to take turns
  • •1 Minute
  • •Start with 3 second delay
  • •Work towards 1 second delay
  • •Say the vowel sound only
  • •Self Correcting
  • •Point to the same word
  • #3 Help - Optional
  • •Student worksheet #3
  • •R Controlled words •
  • •Randomly Point at words
  • •If the student is not knowing the rule, have the student mark each vowel (place a dot above) in the word and then have them say the count (1 or 2).  Is there an “r”?
  • •Then have them say the rule
  • –(orange juice)
  • •Then have them say the vowel sound
  • •The student has to recognize how many vowels first.
  • •Then they must know the rule.
  • •Then they must know the sound.

 

 

R Controlled Vowel Sounds
Two Vowels (Orange Juice)

 

Step #6:  Sound Blending Practice – R Controlled - Two Vowel Words
(Orange Juice) 5 Minutes
Materials
Method
Timer and Comments
Correction
  • #1
  • •Student worksheet #3
  • •R Controlled vowel words
  • •Randomly Point to words
  • •I Say / You Say
  • •Always say Vowel Sound First
  • •Coach blends the sounds within 3 seconds to say word •
  • •Student blends the sounds to say word
  • •One student observes
  • •Switch to take turns for each new word •
  • •Not timed •
  • •Use 3 or more words for each student
     
  • •Repeat for other student
  • •Coach uses technique
  • •Student uses technique •
  • •Point to the same word

 

 

My White Board

 

 

Step #7:  Sound Blending – Say and Chart
5 Minutes
Materials
Method
Timer and Comments
Correction
  • #1  
  • •Student worksheet #4
  • •Alternate days: upper or lower half
  • •One student is timer
  • •One student uses marker
  • •Mark and Say
  • •Read Left to Right
  • •Use “dot” to mark first time
  • •Use a second “dot” to mark second time if time is still left
  • •Count and chart – only correct responses – not total words said
  • •Use x to chart score
  • •Switch to take turns
  • •Use eraser to clean sheet
  • •1 Minute •
  • •Repeat for each student •
  • •If only one student in group, chart first timing.  Allow second timing for practice – discuss type of errors.  This will help next day’s score.
  • •Student does not have to “blend” the word.  If they can say it right away, this counts.
  • •If incorrect word, coach says nothing but counts as error
  • •> 3 seconds pause, coach says “beep” and counts as error
     
  • •If student is really struggling with saying the wrong vowel sound, you may say “Say the vowel sound” for the student says each word.
  • #2 – Clean Up
  • •Place timer, eraser and marker in plastic holder in binder
  • •Place student chart in colored folder
Last Day:
  • Distribute this week’s materials to student to take home
  • •Insert next week’s materials in sleeves