The students isolate the vowel team by writing it in a different color and labeling each with a v. the curved line shows that the two vowels work together to make one sound. download our free worksheet with a mix of vowel digraphs. 3. We use the key phrase “snow plow” to teach this phonogram because “ow” has two sounds. it says o like in the snow, and ow like in plow. now, typically students recognize the “ow” (like in plow) sound first, as they have seen “ow” as a word by itself. they are usually surprised by the long o sound (like in snow) even though.
A vowel team is when we have two or more letters working together to spell a vowel sound. vowel teams can represent long vowels, shorts vowels, and other vowel sounds. they can often spell more than one vowel sound for example ow spells both the long o sound as in snow and the ow sound as in now. vowel teams typically contain letters we. A vowel team comprises two vowels working together to produce a sound. typically, the first vowel "speaks" its sound when the two vowels are adjacent, like in "toe," "each," "boat," "blue," and "juice." although this is a general rule, there are exceptions like "duet," "break," and "boil." common vowel teams: the most frequently seen vowel. Introduce the rules. like with many other vowel teams, there are some loose rules to follow. if you hear the long o sound at the beginning or in the middle of a word, it is typically the oa spelling. ow is the most common long o vowel team when you hear o at the end of a word. there are a few exceptions like flown and bowl where ow comes in. In reading instruction, teach the most common pronunciation of a vowel team first e.g. ‘ey’ as long ‘e’ (e.g. ‘donkey’) before ‘ey’ as long ‘a’ (e.g. ‘they’). teach irregular vowel team spellings as camera tricky words e.g. ‘people’ and ‘leopard’. do not teach “when two vowels go out walking, the first one does.
Introduce the rules. like with many other vowel teams, there are some loose rules to follow. if you hear the long o sound at the beginning or in the middle of a word, it is typically the oa spelling. ow is the most common long o vowel team when you hear o at the end of a word. there are a few exceptions like flown and bowl where ow comes in. In reading instruction, teach the most common pronunciation of a vowel team first e.g. ‘ey’ as long ‘e’ (e.g. ‘donkey’) before ‘ey’ as long ‘a’ (e.g. ‘they’). teach irregular vowel team spellings as camera tricky words e.g. ‘people’ and ‘leopard’. do not teach “when two vowels go out walking, the first one does. This post is “part 1” because i’m just focusing on those vowel teams that make long vowel sounds, not the other ones. when i teach, i divide all these vowel teams into two sets: the vowel teams that make long vowel sounds (ai, ay, ee, ea, igh, ie, oa, oe, ow), and the vowel teams that make other vowel sounds (oo, ui, ou, ow, au, aw, oi. We also teach them explicitly, systematically, and incorporate multi sensory instruction. if we hear the long o sound in the middle of a word, we use oa. we use the keyword goat to help our students remember this. if we hear the long o sound at the end of the word, we use oe. our keyword for this is toe.
This post is “part 1” because i’m just focusing on those vowel teams that make long vowel sounds, not the other ones. when i teach, i divide all these vowel teams into two sets: the vowel teams that make long vowel sounds (ai, ay, ee, ea, igh, ie, oa, oe, ow), and the vowel teams that make other vowel sounds (oo, ui, ou, ow, au, aw, oi. We also teach them explicitly, systematically, and incorporate multi sensory instruction. if we hear the long o sound in the middle of a word, we use oa. we use the keyword goat to help our students remember this. if we hear the long o sound at the end of the word, we use oe. our keyword for this is toe.
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