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S P I R E Decodable Readers Set 4A Robs Wish SPIRE English Oe63340Complete 12222

Words ending in sh, ch, s, x, or z add es to form the plural: Words ending in silent e, preceded by a consonant usually drop the e before adding a suffix beginning with a vowel: Words usually keep the silent e when adding a suffix beginning with a consonant: Words ending in a single consonant, preceded by a single vowel usually double the final consonant before adding a suffix beginning with a vowel: Words ending in y preceded by a consonant change the y to i before adding es, er, ed, or est: A Few Definitions Antonym: Every syllable includes a vowel.

The vowel sounds can be spelled various ways: Sometimes a vowel that is written in the syllable is silent e in cake or bottle. There are six types of syllables. Knowing the syllable types will help you figure out the correct vowel sounds and how to read and spell words with those patterns.

The Six Types of Syllables 1. Closed Syllables end with a single vowel followed by one or more consonant. On the Phonovisual Charts the consonants are indicate by dashes. Open Syllables end with a single vowel.

The vowel has nothing following or closing it in. The vowel is usually long. The vowel makes its long sound: Vowel-consonant-e syllables are also called final e or magic e syllables. In this syllable, the vowel is followed by one consonant and the letter e. The first vowel is long and the e at the end is silent, as in cake, Pete, five, rose, mule.


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The Phonovisual charts indicate this syllable type with a dash between the two vowels: R-controlled syllables have a vowel followed by the letter r and makes a different sound neither short nor long. Vowel team or double vowel syllables have two consecutive vowels. Usually, the first vowel in the team makes a long sound and the second is silent, following the rule that When two vowels go walking the first does the talking.

Phonovisual indicates vowel teams by placing them in the box with the sound they make: General Strategies for Dividing Words into Syllables 1. Consonant digraphs sh, th, wh, ch are not divided because they represent a single sound dash-ing, go-pher, etc. A dictionary can always be used to check the syllable division and vowel sounds.

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George Gonzalez Eight Comprehension Skills 1. Recall Sequence of Events 4. Three Inferential Comprehension Skills In the reader s head, not on the page. What would you have done? How would you have felt?

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Who do you like? What information is needed? What are the implications of the article? What is the theorem operating in the problem? Potter was privileged learn from Dr. We will discuss how to plan and develop brief compositions to be shared with other members of the class. Your life and ideas are important to us.

Your life will be richer when you learn to express your ideas and feelings on paper. How to teach someone to read. How I felt when I learned to read. The story of how I learned to read. Why everyone needs to learn to read. Its my heart s desire That you do too. The following notes are an adaptation of the material in the Textbook for Teachers that explains how to use the charts with remedial students.

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Potter s observations are in brackets. The Phonovisual Method was first used as a remedial reading technique for children in intermediate grades. The spectacular results, so easily achieved, lead the authors into broader fields. Appalled at the ever-increasing number of remedial pupils, they decide to establish a primary school so that children, at the very beginning of their schooling could be taught the basic phonics skills needed for independent reading, spelling, and writing.

I believe that was due to the abandonment of phonics and the introduction of the look-say, Dick and Jane type readers. It is also important to know that the program was originally designed for intermediate grades rather than the lower grades. Today it is mostly used with beginning students in kindergarten through second grade. The fact that it was originally successful with remedial students is what motivated me to produce this document to encourage remedial reading teachers dyslexia and special education to purchase and use the Phonovisual Charts with their students.

In the late s, the Method was introduced at the kindergarten level, a need now advocated by leading reading experts. The Phonovisual Method provides a cure for intermediate, Junior, and Senior High School students, for slow learners, and for adults. This comprehensive assessment will reveal how well they know the sounds of the letters. I have appended the Phonovisual Diagnostic Test at the end of this document.

I have added some extra secondary spellings not on the original charts. Some remedial teachers prefer to teach the long vowels first, because long vowel words seem to be more adult. Since short vowels are used more often in primary books, perhaps a second or third grader should master the short vowels thoroughly, after the ee has been taught.

I have successfully taught long vowels first to remedial students from second grade and up. No detail is too small to be ignored. Chalkboard practice is valuable; mistakes can be quickly erased and corrected; instant reading back is provided. Have a period where the students bring a new word, define it, and decide whether it has any study elements. While some students make their own application of phonic skill to reading, spelling, and writing, many will have to be taught to use their new power with confidence.

Encourage them to read a book of their own choice, to read aloud to the class, or to discuss the book informally.

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Encouraged them to write short stories. The Charts should always be visible for a reference when spelling and reading. Individual remedial students should have a set of the small Phonovisual Charts in their notebooks. Teachers are often surprised to find that although the children can write such words as these easily, reading them is quite another matter.

It is important to start at once the technique of reading the words back.


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Make a permanent list of ee words on a large chart to be read at frequent intervals. If the reading back of words is mastered at this point, no difficulty will occur in reading word using the other vowel sound taught later. It was reassuring to discover from the above quote that this is to be expected.

I wrote my Phonovisual Fluency Exercises before reading this, but my printed drills serve the same purpose as the suggested board work. The teaching of blends grows naturally out of the practice of listening through the word. This practice is sometimes called the Phonovisual Method s most important contribution to education.

It relieves the busy teacher of the laborious task of teaching not less than 29 consonant combinations in initial position not to mention the additional flock that occur at the end of the words! Just think for a minute of the hours to fix in the minds of a group of children the following appalling list: Teaching these blends as independent entities is a waste of time! It may seem desirable, particularly in first grade, to postpone the thorough mastering of blends until all the short and long vowels, or perhaps even the 18 main vowel spellings, are established. Some teachers feel that giving children early skill in attacking difficult words with blends gives confidence to try anything in reading.

Others prefer to give a working knowledge of all vowel sounds as soon as possible. Excellent results may be obtained in either case. The Manual did not list the blends separately from the single consonant words, but the Manual does.

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For that reason, I took my words to teach and practice largely from the Manual. I did separate the blends from non-blends for short vowel words. The entire sixth grade in a Washington public school was given the Phonovisual Diagnostic Spelling Test, and the words spellers were selected. All of the had difficulty also in reading and, as might be expected, the group included the most troublesome behavior problems in the school All were boys.

A teacher, who knew how to produce correctly the sounds on the Phonovisual Charts, volunteered to help the group. She found them discouraged, belligerent, and emotionally unstable.