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Long Vowels and Vowel Digraphs

Long Vowels
and Vowel Digraphs
Objective:
The students will decode words with long vowel patterns.
Materials:
•  Reading material at the students’ instructional reading level that contain words
with the silent e or a vowel digraph pattern
•  For examples of long vowel patterns, see Appendix D
Lesson:
Long vowels and vowel digraphs are found in words in which the vowel makes a long sound (or
in which the vowel “says its name”); examples include silent e words as well as words that have
two vowels together (often taught to students with the rule: “When two vowels go walking, the
first one does the talking”). Introduce long vowel patterns separately. Then,
1.  Conduct a comprehension/vocabulary preview (see steps 1–3 of the sample
lesson).
2.  Tell students that in this book, there will be many words that follow the silent e
pattern or the long vowel pattern in which the first vowel “says its name” and the
other is silent.
3.  Practice reading some words in isolation.
4.  Ask the students as a group to read the selected material aloud. Monitor individual
students’ reading. If a student struggles with a word that has a long vowel pattern,
remind the student of the corresponding long vowel rule. Ask the student to
decode the long vowel sound and then blend it with the other sounds in the word.
5.  After a student decodes a word, have him or her go back to the beginning of the
sentence and read the entire sentence again.
6.  After students read the book or passage, encourage comprehension by discussing
what happened in the story and the students’ reaction to it.
Adaptations:
If the students are having difficulty with particular long vowel pattern words, write the words
on 3 × 5 cards to review during a Word Analysis/Spelling lesson or for their Word Folder (see
the Fluency section).
For English language learners, be sure to preview any unfamiliar vocabulary and word mean-ings.  The  long  sounds  of  the  vowels  may  be  difficult  for  some  students  if  these  sounds  are
not present in their first language, or are represented by other letter symbols in their first lan-guage. Be sure to have the students practice matching the sound with the letter during Word
Analysis/Spelling lessons and have them feel how these sounds are made in their mouths and
throats

PENJELASAN DI ATAS ADALAH GAMBARAN UMUM UNTUK INFO LEBIH LANJUT SILAHKAN KONTAK ADMIN ATAU KLIK PEMESANAN 

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